The influence of achievement goals and perceptions of online help on its actual use in an interactive learning environment

Huet, Nathalie; Escribe, Christian; Dupeyrat, Caroline; Sakdavong, Jean-Christophe

doi:10.1016/j.chb.2010.09.003

Cited by 42 publications

(47 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Unlike studies exploring help-seeking intentions (e.g., Arbreton, 1998;Bong, 2008Bong, , 2009Middleton & Midgley, 1997;Pajares, et al, 2004) many studies have failed to find a link between mastery goals and actual help seeking operationalized, as in this paper, by decision to seek help (Bartholomé, Stahl, Pieschl & Bromme 2006;Huet, Escribe, Dupeyrat, & Sakdavong, 2011;Martinez-Miron, Harris, du Boulay, Luckin, & Yuill, 2005, Nelson-LeGall & Jones, 1990Stavrianopoulos, 2007). However, a handful of studies conducted in computer-based learning environments, have shown that the more mastery oriented students are, the less help they use (Clarebout & Elen, 2009a, 2009b; Experiment 3).…”

Section: Achievement Goals and Help-seeking Behaviormentioning

confidence: 58%

“…No link has been found between the frequency of help-seeking behavior and performance goals in some studies (Bartholomé et al, 2006;Clarebout & Elen, 2009a;Jiang, et al, 2009;Martinez-Miron, et al, 2005;Nelson-LeGall & Jones, 1990;Stavrianopoulos, 2007). In other studies, a negative relationship was found between performance goal and help-seeking (e.g., Huet Escribe et al, 2011). The available data do not allow us to discern any factor that could systematically acount for these differences.…”

Section: Achievement Goals and Help-seeking Behaviormentioning

confidence: 63%

“…However, despite the value of help seeking as a SRL strategy, many students fail to use help appropriately and efficiently. Some of them do not seek help even though (i) that help is available (Huet, Escribe, Dupeyrat & Sakdavong, 2011), (ii) they would objectively benefit from that help, and (iii) they may actually be aware of their need to be helped (Butler, 1998;Marchand & Skinner, 2007;Newman, 2000;Ryan et al, 2001). …”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Motivation to seek help and help efficiency in students who failed in an initial task

Huet

Moták

Sakdavong

2016

Computers in Human Behavior

Self Cite

View full text Add to dashboard Cite

In the present study, we investigated whether help-seeking behaviors differ in their respective links to motivational variables such as achievement goals, help-seeking perceptions and selfefficacy. Eighty-two students who had failed to solve an initial word-processing task were invited -but not forced -to choose help before engaging in a comprehension task. While 19 of them did not seek help of any kind, 63 students opted for help. Taken together, our results suggest that i) those who refused to seek help did not differ from those who agreed to seek help on either motivational variables (except for self-efficacy), but ii) those who succeed on the comprehension task after using help were those who showed higher self-efficacy. The implications of these results for future research on the help-seeking process in interactive learning environments are discussed.

show abstract

Section: Achievement Goals and Help-seeking Behaviormentioning

confidence: 58%

Section: Achievement Goals and Help-seeking Behaviormentioning

confidence: 63%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Motivation to seek help and help efficiency in students who failed in an initial task

Huet

Moták

Sakdavong

2016

Computers in Human Behavior

Self Cite

View full text Add to dashboard Cite

show abstract

“…However, Huet, Escribe, Dupeyrat, and Sakdavong (2011) reported a significant negative correlation between performance goal orientation (approach and avoidance) and quantity of tool use (frequency of tool use), which means that learners with high performance approach and avoidance accessed the tools less frequently (Huet et al, 2011).…”

Section: The Nature Of the Experienced Learner And Tool Usementioning

confidence: 99%

Tool Use of Experienced Learners in Computer-Based Learning Environments: Can Tools Be Beneficial?

Collazo¹,

Corradi²,

Elen³

et al. 2014

HES

View full text Add to dashboard Cite

Research has documented the use of tools in computer-based learning environments as problematic, that is, learners do not use the tools and when they do, they tend to do it suboptimally. This study attempts to disentangle cause and effect of this suboptimal tool use for experienced learners. More specifically, learner variables (metacognitive and motivational) were related to the tool presentation (non-/embedded), interventions, type of tool use (quantitatively and qualitative) and learners' performance. One hundred and seventeen graduate students were assigned to one of five conditions (embedded and non-embedded with explained tool functionality, embedded and non-embedded with non-explained tool functionality and one control condition) to study a hypertext using semi-structured concept maps as the tools. Findings are discussed with respect to experienced learners' role on tool use and performance. Although no differences among conditions and performance were found, results reveal that the self-regulation skill of organization and the explained tool functionality affected time on tool negatively, while the self-regulation skill of elaboration and perceived tool usability showed a positive effect. Time on tool influenced performance positively. Quality influenced performance negatively. It is argued that some tools and interventions are unnecessary for experienced learners.

show abstract

“…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.…”

Section: Tutoringmentioning

confidence: 99%

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

Jiménez

Acuna²,

Quiero³

et al. 2015

IJHE

View full text Add to dashboard Cite

This work describes the preliminary results of a tutoring program that provides personalized academic assistance to first-year undergraduates enrolled in introductory chemistry, physics and mathematics courses at Universidad Andres Bello (UNAB), in Concepción, Chile. Intervened courses have historically large enrolments, diverse student population and high failure rates. The evaluation of the program was performed in terms of the academic results and perception surveys collected from 377 voluntary students who participated in the tutoring program during the first semester of 2014. Results indicate that participant students accomplished better academic results in their chemistry, physics and mathematics courses, compared to non-participants. In addition, survey results revealed a positive perception about the tutoring program and evidence the tutor's dedication, disciplinary knowledge and ability to explain things easily as favorable qualities that contribute to learning.

show abstract

The influence of achievement goals and perceptions of online help on its actual use in an interactive learning environment

Cited by 42 publications

References 49 publications

Motivation to seek help and help efficiency in students who failed in an initial task

Motivation to seek help and help efficiency in students who failed in an initial task

Tool Use of Experienced Learners in Computer-Based Learning Environments: Can Tools Be Beneficial?

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

Contact Info

Product

Resources

About