ERIC Number: ED454760
Record Type: RIE
Publication Date: 2001-Apr
Seeking Help in Large College Classes: Who, Why, and from Whom?
Karabenick, Stuart A.
To increase the understanding of help seeking by college students in large classes, this study examined the help-seeking attitudes, intentions, and goals, and the preferred helping resources of 883 college students. Factor analysis suggested that students could be parsimoniously described by two help-seeking orientations: (1) strategic/adaptive, the degree to which students sought instrumental help from teachers rather than peers; and (2) avoidant, the extent that students felt threatened by and avoided seeking help that if obtained would reduce their workload. A person-centered hierarchical cluster analysis indicated that 17% of the students could be classified as strategic/adaptive and 23% described as help-seeking avoidant. Students with higher strategic/adaptive orientation were more anxious, performed more poorly, and used more organizational and metacognitive strategies, but relied less on rehearsal. Help-seeking avoidant orientation was directly related to the level of mastery avoidance and both performance approach and performance avoidance achievement goals. Discussion focuses on suggestions for college students in, and instructors of, large college classes and on implications of the results for help-seeking, self-regulation, and achievement goal theory. Some items from the questionnaire developed for the study are included. (Contains 42 references and 6 tables.) (SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).