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ERIC Number: ED308936
Record Type: RIE
Publication Date: 1989-Jul-17
Pages: 28
Abstractor: N/A
Reference Count: N/A
Children's Self-Assessment of Performance and Task-Related Help Seeking.
Nelson-Le Gall, Sharon; And Others
Two experiments investigated the role of children's assessments of their performance on their decisions to seek help and their preferences for different types of assistance. Blocked into low and high verbal skill groups, participants in study 1 were 84 middle-class third- and fifth-grade elementary school students. Subjects performed a multi-trial verbal task in which they were required to indicate their confidence in the correctness of their tentative solution and subsequently were given the opportunity to seek help before providing a final solution on each trial. The second experiment involved 39 subjects and differed from the first in that subjects were provided with a common motivation for seeking help. Findings indicated that subjects' confidence in the correctness of their solution influenced both the frequency and type of help sought. High task-related skill was associated with the discriminating use of help-seeking as an achievement strategy, especially among boys. Both the frequency and type of help sought varied with self-assessments for older children, and varied more than was the case among younger children. Findings are discussed in terms of grade and sex differences in the use of internally based cues for performance evaluation. The importance of accounting for the interplay of children's age and task-specific skill with achievement-related goals is stressed. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Foundation for Child Development, New York, NY.; National Science Foundation, Washington, DC.
Authoring Institution: N/A
Note: An earlier version of this paper was presented at the Biennial Meeting of the Society for Research in Child Development (Kansas City, MO, April 27-30, 1989).