Predictors of Adaptive Help Seeking across Ninth Grade Students Enrolled in Advanced Placement and International Baccalaureate Courses

Autor/inn/en	Parker, Janise S.; Shum, Kai Zhuang; Suldo, Shannon M.; Shaunessy-Dedrick, Elizabeth; Ferron, John; Dedrick, Robert F.
Titel	Predictors of Adaptive Help Seeking across Ninth Grade Students Enrolled in Advanced Placement and International Baccalaureate Courses
Quelle	(2019), (41 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Help Seeking; Self Efficacy; Personality Traits; Student Attitudes; Teacher Role; Grade 9; Advanced Placement Programs; Correlation; Standards; Program Effectiveness; Gender Differences; Academic Achievement; Learner Engagement; Student Characteristics; Goal Orientation; Context Effect; High School Students + Suchen Sie Ihr Suchwort? Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Self-efficacy; Selbstwirksamkeit; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Schülerverhalten; Lehrerrolle; School year 09; 9. Schuljahr; Schuljahr 09; Korrelation; Standard; Geschlechterkonflikt; Schulleistung; Zielorientierung; Zielvorstellung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin
Abstract	This study explored how adaptive help seeking was related to academic self-efficacy, perfectionism (maladaptive and adaptive), attitudes towards help seeking (perceived benefits and perceived threats), and teacher emotional support among 311 grade 9 students in Advanced Placement and International Baccalaureate classes. Significant bivariate links emerged between adaptive help-seeking and all six potential correlates. Regression analyses indicated that teacher emotional support, adaptive perfectionism (high personal standards), and perceived benefits were significant, positive predictors of adaptive help seeking. Gender also was a significant predictor, as boys had lower levels of adaptive help seeking compared to girls. Furthermore, gender moderated the association between perceived benefits and adaptive help-seeking; perceived benefits were particularly highly associated with boys' adaptive help seeking from classroom teachers. Strategies for explicating the benefits of adaptive help seeking, promoting adaptive perfectionism, and fostering teacher emotional support are provided, as well as limitations and future directions for research. [This paper was published in "Psychology in the Schools" v56 n5 p652-669 2019 (EJ1211093).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01