Psychological Development and Education ›› 2001, Vol. 17 ›› Issue (2): 1-6,18.

    Next Articles

Academic Help-seeking Strategies:Its Relation to Personal Goal Orientation, Classroom Goal Structures and Culture Factors

  

  • Online:2001-04-15 Published:2001-04-15

Abstract: The present study investigated the relationship between personal goal-orientation,calssroom goal structures,culture factors and academic help-seeking strategies.Nine gundred and eighty-two middle school students responded to a questionnaire.The following results were obtained:(1)Personal goal-orientation could be divided into task orientation,ego-approcah orientation and ego-avoidance orientation.They had different effect patterns on academic help-seeking,only those students with egoavoidance orientation were lidely to do executive help-seeking.(2)Classroom goal structures had influence on with academic help-seeking,students who were in task-oriented calassroom were more likely to do instrumental help-seeking.(3)Culture factors had influence on academic help-seeking.Students who conformed to Chinese help-seeking proverbs were likely to do instrumental help-seeking.Students who were sensitive to others'evaluation were likely to avoid asking help or executing help-seeking.(4)The patterns of personal goal-orientation,classroom goal structures and culture factors on different graders'academic help-seeking were different.

Key words: goal-orientation, classroom goal structures, culture factors, academic help-seeking, middle school students

CLC Number: 

  • G442

[1] Arbreton A.Student goal orientation and help-seeking strategy use.In:Karabenick S A ed.Strategic help seeking implications for learning and teaching.Mahwah,NJ:Lawrence Erlbaum Associates,1998.95-116.

[2] Ryan A M,Pintrich P R."Should I ask for help?'The role of motivation and attitudes in adolescents'help seeking in math class.Journal of Educational Psychology,1997,89:329-341.

[3] Woters C A,Yu S L,Pintrich,P R,The relation between goal orientation and students'motivational beliefs and selfregulated learning.Learning and Individual Differences,1996,8:21-238.

[4] Newman R S,Schwager M T.Student perceptions and academic help-seeking.In:Schunk D H,Meece J Leds.Student perceptions in the classroom.Hillsdale,NJ:Erlbaum,1992.123-146.

[5] Ames R.Help-seeking and achievement orientation:Perspectives from attribution theory.In:DePaulo B M,Nadler A,Fisher J D eds.New directions in helping:Vol.2.Help-seeking.New York:Academic Press,1983.165-186.

[6] Shwalb D W,Sukemune S.Help seeking in the Japanese college Calssroom: Cultural,developmental and social-psychological influences.In:Karabeniek S A ed.Strategic help seeking implications for learning and teaching.Mahwah,NJ:Lawrence Edbaum Associates,1998.141- 170.

[7] 杨国枢.中国人的社会取向:社会互动的观点。见:杨国枢,余安邦主编.中国人的心理与行为——理念及方法篇.台湾:桂冠图书公司,1993,87-142.

[8] Marsh W H,Balla J R,Hau K T.An evaluation of incremental fit indices:A clarification of mathematical and empirical properties.In:Marcoulides G A,Schumacker R E eds.Advaced structural epuation modeling:Issues and Techniques.Mahwah,NJ:Lawrence Erlbanm Associates,1996.315-353.

[9] 李晓东,张炳松.自我效能、价值、课堂环境及学习成绩与学业求助的关系.心理学报,1999,31(4):435-443.

[10] Pedgazur E J.Multiple regression in behavioral research:Explanation and prediction.3rd ed.New York:Harcourt Brace College Publishers,1997.560-627.

[11] Butler R.Determinants of help seeking:Relations between pereieved reasons for classroom gelp-avoidance and helpseeking behaviors in an experimental context.Journal of Educational Psychology,1998,87:261-271.

[12] Harter S,Waters P,Whitesells N R.Lack of voice as a manifestation of false self-behavior among adolescents:The school setting as a stage upon which the drama of authenticity is enacted.Educational Psychologist,1997,32:153-173.
[1] LU Xinzhe, WANG Zhi, LI Yong, WANG Binying. Longitudinal Effects of Parental Violence Exposure on Middle School Students' Problem Behaviors: A Moderated Mediation Model [J]. Psychological Development and Education, 2024, 40(2): 231-239.
[2] YUAN Yuan, LIANG Zhoujian, ZHANG Li. Structural School Climate and Depression among Middle School Students: A Moderated Mediation Model of Social Support and Gender [J]. Psychological Development and Education, 2023, 39(6): 869-876.
[3] ZHOU Xiaohui, LIU Yanxi, CHEN Xin, WANG Yiji. The Impact of Parental Educational Involvement on Middle School Students' Life Satisfaction:The Chain Mediating Effects of School Relationships and Academic Self-efficacy [J]. Psychological Development and Education, 2023, 39(5): 691-701.
[4] WANG Yue, ZHANG Bao, ZHOU Hui. Mindful Awareness and Mental Health among Primary and Middle School Students: The Cross-time Mediating Effect of Emotion Regulation and Positive Appraisal [J]. Psychological Development and Education, 2022, 38(5): 692-702.
[5] WANG Xiaofeng, YAN Liangshi, Ding Daoqun. The Effect of Adverse Childhood Experiences on Middle School Students’ Conscience: The Chain Mediating Role of Self-control Trait and Ego-depletion [J]. Psychological Development and Education, 2022, 38(4): 566-575.
[6] LI Beilei, GAO Ting, ZHANG Lili, ZHOU Nan, DENG Linyuan. Relationship between Student’s Perceived Teacher Bullying Attitude and Student Bullying Behavior:Mediating Effect of Student Bullying Attitude and Moderating Effect of Gender [J]. Psychological Development and Education, 2022, 38(3): 348-357.
[7] WANG Xu, LIU Yanling, LIN Jie, LIU Chuanxing, WEI Lingzhen, QIU Hanyu. The Effect of Parent-child Relationship on Mental Health of Middle School Students: The Chain Mediating Role of Social Support and Psychological Suzhi [J]. Psychological Development and Education, 2022, 38(2): 263-271.
[8] CHENG Kexin, YOU Yayuan, YE Baojuan, CHEN Zhizhong. The Relationship between Family Function and Middle School Students' Suicide Attitude [J]. Psychological Development and Education, 2022, 38(2): 272-278.
[9] ZHOU Zongkui, CAO Min, TIAN Yuan, HUANG Chun, YANG Xiujuan, SONG Youzhi. Parent-child Relationship and Depression in Junior High School Students: The Mediating Effects of Self-esteem and Emotional Resilience [J]. Psychological Development and Education, 2021, 37(6): 864-872.
[10] REN Ping, WEI Yi, MENG Xiaozhe, QIN Xingna, WANG Xuan. The Effect of Victimization on Depressive Symptoms: The Mediating Roles of Sadness Rumination, Anger Rumination and Gender Differences [J]. Psychological Development and Education, 2021, 37(6): 873-881.
[11] LAI Yanqun, LIAN Rong, YANG Qi, NIU Gengfeng. The Effect of Family Functioning on Junior Middle School Students' Bullying: A Moderated Mediation Effect [J]. Psychological Development and Education, 2021, 37(5): 727-734.
[12] CHEN Yingmin, GAO Yujie, DENG Qiuyue, PENG Miao, GAO Fengqiang. The Relationship between Shyness and Mobile Phone Dependence in Middle School Students: A Moderated Mediation Model [J]. Psychological Development and Education, 2021, 37(1): 46-53.
[13] CHENG Cuiping, HUANG Xiting. The Influence of Individually-oriented Courage on Middle School Students' Academic Achievement: The Mediating Roles of Problem-solving and Help-seeking Coping Styles [J]. Psychological Development and Education, 2021, 37(1): 60-67.
[14] XUE Lulu, JIANG Yuan, FANG Ping. Alexithymia and Interpersonal Relationships among Middle School Students: A Moderated Mediation Model [J]. Psychological Development and Education, 2021, 37(1): 92-100.
[15] PENG Zifang, FU Na, ZHANG Xinjie. The Relationship between Interparental Conflict and Middle School Students' Coping Style: The Chain Mediating Effect of Parental Rearing Style and Emotional Security [J]. Psychological Development and Education, 2020, 36(6): 668-676.
Viewed
Full text


Abstract

Cited

  Shared   
  Discussed   
No Suggested Reading articles found!