Cross-Domain Within- and Between-Students Antecedents to Help Seeking

Autor/inn/en	Rutherford, Teomara; Botello, Megan; Schenke, Katerina; Lam, Arena C.
Titel	Cross-Domain Within- and Between-Students Antecedents to Help Seeking
Quelle	In: Psychology in the Schools, 60 (2023) 11, S.4497-4530 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.23008
Schlagwörter	Help Seeking; Metacognition; Learning Strategies; Accuracy; Elementary School Students; Student Needs; Student Attitudes; Teacher Attitudes; Student Evaluation; Classroom Environment; Student Motivation + Suchen Sie Ihr Suchwort? Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Lehrerverhalten; Schulnote; Studentische Bewertung; Klassenklima; Unterrichtsklima; Schulische Motivation
Abstract	Help seeking is a key component of many systems of self-regulated learning (SRL). Prior research has noted how motivational and other aspects of SRL relate to students' engagement in help seeking and endorsement of types of help seeking (i.e., adaptive, expedient, and avoidant). This study examines specific antecedents to help seeking--monitoring accuracy, perceived need for help, and value for help seeking--as both domain-general (between students) and domain-specific (within students) aspects of help seeking in a sample of upper elementary students. Drawing on self-reports, teacher-reports, and assessments, results show that antecedents' relations with help seeking vary at the level of measurement (within or between students), type of reporter (student vs. teacher), and characterization of help (adaptive vs. expedient). Results present a complicated picture of students' classroom help seeking, supporting some theoretical links and laying the stage for further study of help seeking across contexts among elementary students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01