"Should I ask for help?" The role of motivation and attitudes in adolescents' help seeking in math class.

Abstract

The present study investigated motivational influences on help-seeking behavior in math classrooms, focusing on early adolescents' perceptions of the benefits and threats associated with such behavior. Seventh and 8th graders (N= 203) responded to a questionnaire on perceptions of social and cognitive competence, achievement goals, attitudes, and avoidance of and adaptive help-seeking behavior in math class. Both threats and benefits were important influences on avoidance of help-seeking behavior, whereas only benefits predicted adaptive help seeking. Findings indicated that perceived threats and benefits partially mediated the effects of relative ability goals, task-focused goals, extrinsic goals, and perceptions of cognitive competence on avoidance of help seeking. Perceived benefits partially mediated the effects of task-focused goals on adaptive help seeking. Social competence had an indirect effect on avoidance of help seeking. Results illustrate the importance of linking cognitive, motivational, and social characteristics of students to provide a fuller understanding of adolescent help seeking in math.

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