scholarly journals Help-Seeking in an Academic Context: A Systematic Review

2021 ◽  
Vol 13 (8) ◽  
pp. 4460
Author(s):  
Sergi Martín-Arbós ◽  
Elena Castarlenas ◽  
Jorge-Manuel Dueñas
Keyword(s):  
Help Seeking ◽  
Learning Strategy ◽  
Academic Context ◽  
Self Regulated Learning ◽  
Seeking Help ◽  
Educational Perspective ◽  
Academic Help Seeking ◽  
The Relationship ◽  
Academic Help

Academic help-seeking as a learning strategy can influence academic achievement. Indeed, seeking help when needed is considered a self-regulated learning strategy that should be taken into account from the educational perspective. In this study, we review twenty-five articles published over the last 10 years that have analysed academic help-seeking in adolescents or university students. The aims of this review are to describe the relationship between academic help-seeking and other sociodemographic, educational, and psychosocial variables, and to evaluate the instruments that are used to assess academic help-seeking. Our results show that there is a lack of consensus on the structure of help-seeking as a construct. Moreover, the role of sex and age is unclear, and there is little replication in the correlational models. Further research is needed to better define the construct and compare the variables that influence academic help-seeking at different stages of education.

scholarly journals Metacognitive control processes in question answering: help seeking and withholding answers

2021 ◽  
Author(s):  
Monika Undorf ◽  
Iris Livneh ◽  
Rakefet Ackerman
Keyword(s):  
Help Seeking ◽  
Question Answering ◽  
Monetary Incentives ◽  
Metacognitive Control ◽  
Self Regulated Learning ◽  
Response Strategies ◽  
Seeking Help ◽  
Subjective Confidence ◽  
Different Populations ◽  
The Relationship

AbstractWhen responding to knowledge questions, people monitor their confidence in the knowledge they retrieve from memory and strategically regulate their responses so as to provide answers that are both correct and informative. The current study investigated the association between subjective confidence and the use of two response strategies: seeking help and withholding answers by responding “I don’t know”. Seeking help has been extensively studied as a resource management strategy in self-regulated learning, but has been largely neglected in metacognition research. In contrast, withholding answers has received less attention in educational studies than in metacognition research. Across three experiments, we compared the relationship between subjective confidence and strategy use in conditions where participants could choose between submitting answers and seeking help, between submitting and withholding answers, or between submitting answers, seeking help, and withholding answers. Results consistently showed that the association between confidence and help seeking was weaker than that between confidence and withholding answers. This difference was found for participants from two different populations, remained when participants received monetary incentives for accurate answers, and replicated across two forms of help. Our findings suggest that seeking help is guided by a wider variety of considerations than withholding answers, with some considerations going beyond improving the immediate accuracy of one’s answers. We discuss implications for research on metacognition and regarding question answering in educational and other contexts.

Motivational Analysis of Academic Help-Seeking: Self-Determination in Adolescents' Freindship

2007 ◽  
Vol 100 (3) ◽  
pp. 1000-1012 ◽  
Author(s):  
Ryo Okada
Keyword(s):  
High School ◽  
High School Students ◽  
Help Seeking ◽  
Self Determination Theory ◽  
Self Determination ◽  
Academic Learning ◽  
School Students ◽  
Academic Help Seeking ◽  
Academic Help

The purpose of this study was to investigate the role that friendship motivation plays in academic help-seeking based on self-determination theory. The relations among self-determined friendship motivation, academic help-seeking, and feeling of satisfaction were examined among high school students ( N = 670) in Japan. Analyses showed that self-determined friendship motivation was associated with the academic help-seeking, which in turn was related to the feeling of satisfaction with academic learning and friendship. The role of friendship motivation in the academic setting is discussed.

Sign in / Sign up

Export Citation Format

Share Document