CHILDRENS HELP-SEEKING IN THE CLASSROOM - THE ROLE OF MOTIVATIONAL FACTORS AND ATTITUDES

被引：159

作者：

NEWMAN, RS

机构：

[1] School of Education, University of California, Riverside

来源：

JOURNAL OF EDUCATIONAL PSYCHOLOGY | 1990年 / 82卷 / 01期

关键词：

D O I：

10.1037/0022-0663.82.1.71

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Structural modeling was used to explain children's intentions to seek help with schoolwork. One hundred seventy-seven 3rd, 5th, and 7th graders were administered questionnaires assessing perceived academic competence, intrinsic orientation (preference for challenge and striving for independent mastery), and attitudes and intentions regarding help-seeking in math class. A multisample procedure tested for grade differences in covariance structures. At Grades 3 and 5, the child's expressed likelihood of seeking help was explained by intrinsic preference for challenge, extrinsic dependence on the teacher, and attitudes about the benefits of help-seeking. At Grade 7, expressed likelihood of seeking help was explained by attitudes about the benefits as well as the costs of help-seeking. Discussion focuses on developmental and individual-difference factors related to instrumental help-seeking and academic performance.

引用

页码：71 / 80

页数：10

共 64 条

[21] STUDENT PASSIVITY - A STUDY OF QUESTION ASKING IN K-12 CLASSROOMS [J].