Do learners declining to seek help conform to rational principles?

Santos, Marina Miranda Lery; Tricot, André; Bonnefon, Jean‐François

doi:10.1080/13546783.2019.1577756

Cited by 6 publications

(4 citation statements)

References 23 publications

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“…While in another two studies, researchers found gender is not a variable that impacts help-seeking [ 80 ]. In another experimental research, Miranda Lery Santos et al [ 81 ] compare the economic, time, and social costs of help-seeking to the expected benefits, and found participants were more likely to seek help when there was no economic cost to help, but were not as sensitive to the time cost and social cost parameters.…”

Section: Resultsmentioning

confidence: 99%

College Student’s Academic Help-Seeking Behavior: A Systematic Literature Review

Li,

Che Hassan,

Saharuddin

2023

Behavioral Sciences

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Seeking academic help has a positive impact on students’ ability to handle challenges, leading to improved academic success. As the academic landscape becomes more competitive, the importance of students seeking and using academic support is widely recognized for enhancing their learning experience and achievements. The main objective of this study is to review the prior literature that has examined the academic support provided to college students, addressing the knowledge and methods required in an academic help-seeking process. Based on a systematic literature review, this study’s data were gathered from a review of 55 documents from the 11 years between 2012 and 2022. The literature was then individually analyzed using the ATLAS.ti 22 programs. The analysis shows five central themes: (1) Defining student help-seeking; (2) Academic help-seeking and academic performance; (3) Resources of academic help-seeking; (4) Factors of academic help-seeking; (5) Academic Help Seeking Online. This study also identifies potential new directions for future research that could be useful to school administrators in developing policies to assist students with help-seeking behavior, which could have significant implications for the theoretical development and practical guidance of student help-seeking behavior.

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Section: Resultsmentioning

confidence: 99%

College Student’s Academic Help-Seeking Behavior: A Systematic Literature Review

Li,

Che Hassan,

Saharuddin

2023

Behavioral Sciences

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“…Considerations that might encourage help seeking include the wish to provide informative answers (Grice 1975, see also Goldsmith, 2016, satisfying one's curiosity (Berlyne & Frommer, 1966;Ferguson et al, 2015;Son & Metcalfe, 2000), and receiving feedback about the accuracy of one's knowledge (Bamberger, 2009;Nelson-Le Gall & Jones, 1990). At the same time, the wish to save time, to maintain a sense of independence and selfreliance, and to avoid failing after receiving help might discourage help seeking (Arbreton, 1998;Butler, 1998Butler, , 2006Metcalfe, 2009;Santos et al, 2020;Nadler, 2017;Newman & Goldin, 1990;Undorf & Ackerman, 2017). Moreover, the weaker association between confidence and help seeking than between confidence and withholding answers is consistent with the large body of work showing that help seeking involves various sub-processes and is affected by multiple individual differences, situational variables, and cultural factors (e.g., Butler, 2013;Nadler, 2017;Newman, 2000;Volet & Karabenick, 2006).…”

Section: Discussionmentioning

confidence: 99%

“…In contrast, people might seek instrumental help not only to improve the immediate accuracy of answers, but also in order to improve the informativeness of answers, satisfy curiosity (Berlyne & Frommer, 1966;Ferguson et al, 2015;Son & Metcalfe, 2000), or receive feedback about the accuracy of their knowledge (Bamberger, 2009;Nelson-Le Gall & Jones, 1990). At the same time, people may be hesitant to seek help for various reasons, including an orientation toward independence and self-reliance (Butler, 1998;Nadler, 2017;Ryan et al, 2009), experiencing help seeking as a threat to self-esteem (Butler, 2006;Halabi & Nadler, 2017;Karabenick & Berger, 2013;Nadler, 1991Nadler, , 2017, and reluctance to spend more time on task (Arbreton, 1998;Metcalfe, 2009;Santos et al, 2020;Newman & Goldin, 1990;Undorf & Ackerman, 2017). Consistent with the idea that improving immediate accuracy is not the sole impetus for help seeking, found stronger relationships between confidence and help seeking in children when using a contingency reward system that encouraged limiting help seeking to cases in which participants thought that they needed help to answer correctly.…”

Section: The Present Studymentioning

confidence: 99%

Metacognitive control processes in question answering: help seeking and withholding answers

Undorf

Livneh

Ackerman

2021

Metacognition Learning

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When responding to knowledge questions, people monitor their confidence in the knowledge they retrieve from memory and strategically regulate their responses so as to provide answers that are both correct and informative. The current study investigated the association between subjective confidence and the use of two response strategies: seeking help and withholding answers by responding “I don’t know”. Seeking help has been extensively studied as a resource management strategy in self-regulated learning, but has been largely neglected in metacognition research. In contrast, withholding answers has received less attention in educational studies than in metacognition research. Across three experiments, we compared the relationship between subjective confidence and strategy use in conditions where participants could choose between submitting answers and seeking help, between submitting and withholding answers, or between submitting answers, seeking help, and withholding answers. Results consistently showed that the association between confidence and help seeking was weaker than that between confidence and withholding answers. This difference was found for participants from two different populations, remained when participants received monetary incentives for accurate answers, and replicated across two forms of help. Our findings suggest that seeking help is guided by a wider variety of considerations than withholding answers, with some considerations going beyond improving the immediate accuracy of one’s answers. We discuss implications for research on metacognition and regarding question answering in educational and other contexts.

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“…Here, people’s behavior may align less closely with their metacognitive monitoring; although people are broadly more likely to consult external aids when less confident (Cotler et al, 1970 , EL: 5; Nelson & Fyfe, 2019 ; EL: 5; Undorf et al, 2021 , EL: 3), they sometimes do not seek help even when low in confidence (Undorf et al, 2021 , EL: 3). One reason for this may be that seeking external help incurs additional costs, such as requiring more time or—in the case of asking another person—social judgment from one’s peers or supervisors (Halabi & Nadler, 2017 , EL: 2; Karabenick & Gonida, 2018 , EL: 3; Nadler, 1991 , EL: 3; Nadler, 2017 , EL: 3; Nadler & Chernyak-Hai, 2014 , EL: 3, but see Miranda Lery Santos et al, 2020 , EL: 4, for null effects of the time taken to request help). Such negative consequences of help-seeking may be particularly strong for individuals from socially disadvantaged groups, for whom help-seeking may be viewed as reinforcing negative stereotypes of inability or dependence (Halabi et al, 2016 , EL: 5; Halabi & Nadler, 2017 , EL: 2; Nadler, 2017 , EL: 3; Nadler & Chernyak-Hai, 2014 , EL: 3).…”

Section: Metacognitive Monitoring Can Be Reasonably Accuratementioning

confidence: 99%

Cognitive perspectives on maintaining physicians’ medical expertise: III. Strengths and weaknesses of self-assessment

Fraundorf,

Caddick,

Nokes-Malach

et al. 2023

Cogn. Research

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Is self-assessment enough to keep physicians’ cognitive skills—such as diagnosis, treatment, basic biological knowledge, and communicative skills—current? We review the cognitive strengths and weaknesses of self-assessment in the context of maintaining medical expertise. Cognitive science supports the importance of accurately self-assessing one’s own skills and abilities, and we review several ways such accuracy can be quantified. However, our review also indicates a broad challenge in self-assessment is that individuals do not have direct access to the strength or quality of their knowledge and instead must infer this from heuristic strategies. These heuristics are reasonably accurate in many circumstances, but they also suffer from systematic biases. For example, information that feels easy to process in the moment can lead individuals to overconfidence in their ability to remember it in the future. Another notable phenomenon is the Dunning–Kruger effect: the poorest performers in a domain are also the least accurate in self-assessment. Further, explicit instruction is not always sufficient to remove these biases. We discuss what these findings imply about when physicians’ self-assessment can be useful and when it may be valuable to supplement with outside sources.

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Do learners declining to seek help conform to rational principles?

Cited by 6 publications

References 23 publications

College Student’s Academic Help-Seeking Behavior: A Systematic Literature Review

College Student’s Academic Help-Seeking Behavior: A Systematic Literature Review

Metacognitive control processes in question answering: help seeking and withholding answers

Cognitive perspectives on maintaining physicians’ medical expertise: III. Strengths and weaknesses of self-assessment

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