Academic Help Seeking as a Self-Regulated Learning Strategy

2017 ◽  
pp. 421-433
Author(s):  
Stuart A. Karabenick ◽  
Eleftheria N. Gonida
Keyword(s):  
Help Seeking ◽  
Learning Strategy ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Help Seeking ◽  
Academic Help

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.

Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents

2018 ◽  
Vol 30 (1-2) ◽  
pp. 147-166 ◽  
Author(s):  
Eleftheria N. Gonida ◽  
Stuart A. Karabenick ◽  
Dimitrios Stamovlasis ◽  
Panayiota Metallidou ◽  
the CTY Greece
Keyword(s):  
Achievement Goals ◽  
Help Seeking ◽  
Learning Strategy ◽  
Academically Talented ◽  
Self Regulated Learning ◽  
Regulated Learning

Enhancing Biology Students' Academic Achievement and Attitude Through Self-Regulated Learning Strategy in Senior Secondary Schools in Delta Central Senatorial District

2019 ◽  
Vol 9 (4) ◽  
pp. 149-156
Author(s):  
Oyovwi Edarho Oghenevwede
Keyword(s):  
Secondary Schools ◽  
Learning Strategy ◽  
Attitude Score ◽  
Biology Teachers ◽  
Biology Students ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
The Mean ◽  
Senior Secondary

Abstract This study focused on enhancing biology students' achievement and attitude through Self-Regulated Learning Strategy in secondary schools in Delta Central Senatorial District. The study adopted the quasi-experimental pre-test, post-test control group design. Four research questions and four research hypotheses were formulated and raised to guide the study. The population of the study was all the biology students in senior secondary school II (SS II) in all the government-owned public secondary schools in Delta Central Senatorial District with an estimation of six thousand, four hundred and twenty-one students (6,421). A sample of two hundred and forty-five (245) senior secondary schools II students randomly selected from four (4) public mixed secondary schools was used for the study. The Simple Random Sampling Technique was adopted to draw the sample. The instruments used for data collection were the Biology Achievement Test (BAT) and Biology Attitude Questionnaire (BAQ). BAT and BAQ were validated by I Measurement and Evaluation and Biology teachers that have taught biology for more than ten (10) years. The reliability of BAT and BAQ were established using Kuder-Richardson formula 21 and Cronbach Alpha which yielded a coefficient of internal consistencies of 0.75 for BAT and 0.80 for BAQ respectively. Data were collected by administering the biology achievement test (BAT) and biology attitude questionnaire (BAQ) as pre-test and post-test. The data obtained were analysed using mean, standard deviation Analysis of Variation (ANOVA) and Analysis of Covariance (ANCOVA). The result shows that self-regulated regulated learning strategy significantly enhanced students' achievement in biology compared to the lecture method; there was no significant difference between the mean achievement score of male and female students taught biology using self-regulated learning strategy; there was a significant difference between the mean attitude score of students taught using self-regulated learning strategy compared with those taught with lecture method in favour of students taught using the self-regulated learning strategy and there was no significant difference between the mean attitude score of male and female students taught biology using self-regulated learning strategy. Based on the findings it was concluded that self-regulated learning strategy significantly enhances students' achievements and attitudes in biology. It was therefore recommended that biology teachers should adopt the strategy in teaching biology at the secondary school level and that biology teachers should be trained on how to use the skills of self-regulated learning strategy effectively.

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