Untitled

Abstract

Why do some students avoid seeking help in the classroom when they need it? When students do not seek the help they need, they put themselves at a disadvantage for learning. We discuss how students' personal motivational characteristics relate to their avoidance of help seeking. In particular, we discuss our work regarding perceived academic and social competence and achievementand social-goal orientations. We also discuss how various dimensions of the classroom context relate to help avoidance. Specifically, we discuss rules and norms of classrooms as well as our work examining the achievement goal structure and social climate of classrooms. We conclude by discussing how new developments in achievement goal theory distinguishing between approachand avoidance-goal orientations might add to psychologists' understanding of help avoidance. We also consider how students' strivings for autonomy and different aspects of the social climate might be incorporated into theories of students' help avoidance behavior.

État des connaissances sur la demande d’aide : quel apport pour la formation universitaire en ligne?

“…Parmi les stratégies métacognitives, l'autorégulation -soit la capacité de s'adapter aux situations d'apprentissage rencontrées en contrôlant, observant et évaluant ses activités cognitives, sa motivation et son comportement (Pintrich, 1995(Pintrich, , 2000 -influence favorablement l'apprentissage. Ainsi, l' étudiant qui fait preuve d'autorégulation demande de l'aide lorsqu'il rencontre une difficulté, de manière à obtenir une réponse qui lui permette de la surmonter, ce qui favorise son apprentissage et sa réussite académique (Arbreton, 1998;Karabenick, 1998;Karabenick et Newman, 2006;Roll, Aleven, McLaren et Koedinger, 2011;Ryan, Pintrich et Midgley, 2001;Zimmerman et Schunk, 2001). …”

“…Tout d'abord, demander de l'aide dans un contexte d'apprentissage fait en effet appel à des stratégies métacognitives, et plus précisément à la capacité d'autoréguler son apprentissage (Aleven, Stahl, Schworm, Fischer et Wallace, 2003;Godbole-Chaudhuri, Winters, Azevedo et Hofman, 2006;Ryan et Pintrich, 1997;Ryan et al, 2001). L'autorégulation correspond au fait de s'auto-observer (Cosnefroy, 2010) pour s'adapter à la situation d'apprentissage (Pintrich, 1995(Pintrich, , 2000.…”

Evaluation of a Voluntary Tutoring Program in Chemistry, Physics and Mathematics for First-year Undergraduates at Universidad Andres Bello, Chile

“…Regarding this aspect, help-seeking constitutes a critical factor for tutoring results, since it determines the number of enrolled students and frequency of attendance. According to Ryan, Pintrich, and Midgley (2001) the help-seeking process require students to become aware of the need of help, decide to seek help, identify potential helper(s), and use strategies to obtain help. During the help-seeking process, students might desist of asking assistance owing to multiple factors, such as lack of confidence about their own competences, or prior unsatisfactory experiences in seeking help (Ames & Lau, 1982).…”

“…During the help-seeking process, students might desist of asking assistance owing to multiple factors, such as lack of confidence about their own competences, or prior unsatisfactory experiences in seeking help (Ames & Lau, 1982). In addition, students may perceive seeking help as a threat to self-esteem and/or autonomy (Deci & Ryan, 1987) (Huet, Escribe, Dupeyrat, & Sakdavong, 2011;Stuart A. Karabenick, 2004;Ryan et al, 2001), which would be detrimental for tutoring attendance. Based on the previous rationale, it is relevant for us to identify the tutoring aspects that students value most and the main reasons for desisting of attending to tutoring sessions, in order to implement more effective strategies to encourage the students' participation in our program, particularly in the case of most academically challenged undergraduates.…”

The Help-seeking from Social Capitals and Self-regulated Learning among Pre-service Teachers

“…However, help-seeking had also been used to investigate the social support of students from parents, peers, and teachers and to predict a host of emotional and behavioral adjustments (Malecki & Demaray, 2003;Wenz-Gross & Siperstein, 1998). Ryan, Pintrich, and Midgley (2001) identified the four steps in the help-seeking process: become aware of need of help, decide to seek help, identify potential helper(s), and use strategies to elicit help. In terms of the potential helper(s), when pre-service teachers cannot obtain sufficient supports for solving problems during practicum, they may contact their parents, previous classmates and professors at teacher education institutes, and knowledgeable friends.…”