Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure.
Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure.
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为什么有些学生避免寻求帮助？对学生的学业效能、教师的社会情感角色和课堂目标结构之间的相互作用进行检查。
DOI：
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发表时间：
1998
期刊：
影响因子：
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通讯作者：
C. Midgley
中科院分区：
文献类型：
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作者：
Allison M. Ryan;Margaret H. Gheen;C. Midgley
采用分层线性模型，学生报告的回避求助与学生和课堂特征有关。回避求助与学业效能感呈负相关。然而，在教师认为他们应该照顾学生的社会和情感需要的课堂上，避免寻求帮助与学生的学业效能感的相关性较低。平均水平的回避寻求帮助的学生的课堂目标结构的看法：自我提高的感知重点与较低水平的帮助回避，而相对能力的感知重点与较高的水平。教师报告他们的教学方法（强调自我提高或强调相对能力）与学生避免寻求帮助无关。
With hierarchical linear modeling, student reports of the avoidance of help seeking were related to student and classroom characteristics. Avoidance of help seeking was related negatively to students' academic efficacy. However, avoidance of help seeking was related less strongly to students' academic efficacy in classrooms in which teachers believed they should attend to their students' social and emotional needs. Average levels of avoidance of help seeking were related to students' perceptions of the classroom goal structure: A perceived emphasis on self-improvement was related to lower levels of help avoidance, whereas a perceived emphasis on relative ability was associated with higher levels. Teacher reports of their approaches to instruction (emphasizing self-improvement or emphasizing relative ability) were unrelated to students' avoidance of help seeking.