Social climate and help-seeking avoidance in secondary mathematics classes

Smalley, Roy Thomas; Hopkins, Sarah

doi:10.1007/s13384-020-00383-y

Cited by 15 publications

(36 citation statements)

References 60 publications

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“…Most of the studies on students' help-seeking avoidance are conducted in the domain of mathematics (e.g., Smalley & Hopkins, 2020;Turner et al, 2002), while the findings from Zusho and Barnett's study (2011), which explored students' help-seeking patterns across course domains, indicate subject-level differences. In non-English speaking countries, such as Thailand, English is often considered as a difficult subject along with Mathematics.…”

Section: Help-seeking Avoidancementioning

confidence: 99%

“…One of the regular approaches employed in measuring classroom social climate in previous studies is by exploring how students perceive both their actions and involvements in classroom tasks and teacher support towards their learning process in class. Factors such as Student Cohesiveness, Involvement, Investigation, Task Orientation, and Cooperation underlie students' actions and involvement during the learning process in class (Smalley & Hopkins, 2020;Zedan, 2010). Female and male students possess a homogenous view of a positive classroom social climate for learning ( Gillen et al, 2011).…”

Section: Social Climate Of Classroommentioning

confidence: 99%

“…The patterns of students' help-seeking avoidance are influenced by the changes in the classroom social climate (Schenke et al, 2015). Most recently, among the elements of classroom social climate, Smalley and Hopkins (2020), who investigated the relationship between social climate and help-seeking avoidance in secondary mathematics classes, disclosed," … Task Orientation and Cooperation had a negative effect on help-seeking avoidance, while Investigation had a positive effect. Teacher Support was not associated with help-seeking avoidance."…”

Section: The Studymentioning

confidence: 99%

“…On the other hand, the phenomenon can be a starting point to understanding students' help-seeking behavior, as students' orientations towards help-seeking avoidance would predict their styles of help-seeking (Butler, 1998;Waluyo & Apridayani, 2021). In the literature, research on help-seeking avoidance has been conducted in difficult academic subjects such as Mathematics (Smalley & Hopkins, 2020). Nevertheless, as one of the difficult subjects, little exploration has been carried out in English courses, especially in academic English courses in universities in Thailand, which are commonly studied extensively by 1 st and 2 nd -year students.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Understanding Help-Seeking Avoidance among EFL Students and the Social Climate of EFL Classrooms in Thailand

Waluyo¹,

Tuan²

2021

The Journal of AsiaTEFL

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Section: Help-seeking Avoidancementioning

confidence: 99%

Section: Social Climate Of Classroommentioning

confidence: 99%

Section: The Studymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Understanding Help-Seeking Avoidance among EFL Students and the Social Climate of EFL Classrooms in Thailand

Waluyo¹,

Tuan²

2021

The Journal of AsiaTEFL

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“…Considering this complexity, AHS [7] established various constructs in order to study help-seeking behaviors in students, including help avoidance and help seeking as a threat. Help avoidance is a non-adaptive strategy in which students intentionally avoid seeking help when necessary [8], thus hampering their performance [9]. For the most part, the perception that seeking help can be a threat involves negative expectations about AHS, because it is believed to affect self-esteem and cause social shame.…”

Section: Introductionmentioning

confidence: 99%

Academic Help-Seeking Attitudes, and Their Relationship with Emotional Variables

2021

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Academic help seeking is a self-regulatory strategy that is closely related to students’ school functioning and successful school outcomes. The aim of the present study is to gain greater insight into the associations between help-seeking behavior and attitudes (i.e., emotional costs, perception of benefits, threats and avoidance of academic help seeking), and socio-emotional factors (i.e., functional social support, satisfaction with life, happiness, academic and social self-concept, emotional loneliness and social network). Two hundred and thirty-two students from three public secondary schools (53.9% girls; mean age = 16.61, SD = 2.85) participated in this study by completing the assessment form during school hours. As expected, the results showed significant associations between attitudes toward academic help seeking and socioemotional factors except for (1) perceived emotional cost of academic help seeking and happiness, academic self-concept and social network, (2) threat of academic help seeking and satisfaction with life and social network and (3) avoidance of academic help seeking and social network, in which cases the correlations were not significant. Finally, (1) emotional loneliness was found to be a significant predictor of the perceived emotional cost of academic help seeking, (2) functional social support, academic self-concept, social self-concept and subjective evaluation of the social network were found to be significant predictors of the perceived benefits of academic help seeking, (3) emotional loneliness and academic self-concept were found to be significant predictors of both threat of academic help seeking and avoidance of academic help seeking. The results of this study suggest that psycho-emotional variables play an important role in academic help-seeking strategies and can affect students’ final behavior in help seeking.

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Cross‐domain within‐ and between‐students antecedents to help seeking

Rutherford

Botello

Schenke³

et al. 2023

Psychology in the Schools

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Help seeking is a key component of many systems of self‐regulated learning (SRL). Prior research has noted how motivational and other aspects of SRL relate to students' engagement in help seeking and endorsement of types of help seeking (i.e., adaptive, expedient, and avoidant). This study examines specific antecedents to help seeking—monitoring accuracy, perceived need for help, and value for help seeking—as both domain‐general (between students) and domain‐specific (within students) aspects of help seeking in a sample of upper elementary students. Drawing on self‐reports, teacher‐reports, and assessments, results show that antecedents' relations with help seeking vary at the level of measurement (within or between students), type of reporter (student vs. teacher), and characterization of help (adaptive vs. expedient). Results present a complicated picture of students' classroom help seeking, supporting some theoretical links and laying the stage for further study of help seeking across contexts among elementary students.

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Social climate and help-seeking avoidance in secondary mathematics classes

Cited by 15 publications

References 60 publications

Understanding Help-Seeking Avoidance among EFL Students and the Social Climate of EFL Classrooms in Thailand

Understanding Help-Seeking Avoidance among EFL Students and the Social Climate of EFL Classrooms in Thailand

Academic Help-Seeking Attitudes, and Their Relationship with Emotional Variables

Cross‐domain within‐ and between‐students antecedents to help seeking

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