ERIC Number: EJ920791
Record Type: Journal
Publication Date: 2011-Apr
Abstractor: As Provided
Reference Count: N/A
Personal and Contextual Determinants of Ethnically Diverse Female High School Students' Patterns of Academic Help Seeking and Help Avoidance in English and Mathematics
Zusho, Akane; Barnett, Peggy A.
Contemporary Educational Psychology, v36 n2 p152-164 Apr 2011
This study investigated female high school students' (N = 293) patterns of help seeking in the domains of English and mathematics. Help seeking was operationalized using both self-report measures of need-contingent help seeking and help avoidance, as well as a behavioral measure of help seeking, namely the number of times students attended after-school tutoring sessions. As predictors of help seeking, the motivational variables of achievement goals, task-value, and expectancy for success were considered, alongside cognitive and metacognitive strategy-use, need for cognition, academic procrastination, and a belief in quick learning. Overall, the motivational variables of expectancy for success, task-value, and mastery goals and the cognitive variables of metacognitive self-regulation and rehearsal were found to significantly predict help seeking in English and math. No discernible effects of grade level or ethnicity on patterns of help seeking were detected. Several subject-level differences, however, were found, suggesting that students' help-seeking patterns do vary by domain.
Descriptors: Help Seeking, Academic Achievement, Tutoring, High School Students, Females, Mathematics Achievement, Predictor Variables, Metacognition, Ethnicity, After School Education, English Instruction
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools
Authoring Institution: N/A
IES Cited: ED560919