ERIC Number: ED308938
Record Type: Non-Journal
Publication Date: 1989-Jul-6
Reference Count: N/A
Academic Achievement Orientation and Help-Seeking Behavior in Preadolescent Girls.
Nelson-Le Gall, Sharon
This study examined help-seeking and achievement behavior in elementary shool girls in a problem-solving situation. Classified as high or low in mastery orientation on the basis of their scores on a subset of items on the Intellectual Achievement Responsibility Scale, 40 fourth and sixth grade girls participated in the study. Children's task persistence and help-seeking behaviors were observed while they performed a perceptual/performance cognitive task. The frequency of behaviors that reflected adaptive and unadaptive bids for help was recorded. Results of the study indicated that task persistence measured as the length of time spent working on the task did not vary with grade level or mastery orientation. As predicted, help-seeking behaviors were found to vary with mastery orientation. Girls high in mastery orientation displayed proportionately more adaptive bids for help that focused on solving the task than did their low mastery counterparts. Also as predicted, girls high in mastery orientation viewed help-seeking more favorably as an alternative means of goal-attainment than did low mastery-oriented girls. Results are discussed in terms of individual differences in strategies for coping with stress in achievement settings, and their implications for the assessment of adaptive help-seeking behavior are outlined. (RH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: Foundation for Child Development, New York, NY.
Authoring Institution: N/A