Motivational processes involved in academic help seeking and help avoidance
Motivational processes involved in academic help seeking and help avoidance
复制标题
寻求学术帮助和避免帮助的动机过程
DOI：
10.15760/etd.5218
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发表时间：
2004
影响因子：
1.1
通讯作者：
G. Marchand
中科院分区：
文献类型：
--
作者：
G. Marchand
Gwen Catherine Marchand于2004年4月26日提交的心理学硕士论文摘要。标题：动机过程参与学术帮助寻求和帮助避免。在童年中期，寻求帮助和回避是儿童处理学业问题的两种方式。在本研究中，主要观点的帮助寻求作为一种策略的自我调节学习进行了阐述，认为这是一种应对的方式框架内的自我系统模型的动机发展。该框架考虑到：（1）寻求帮助的反面（帮助回避）作为一种有动机的应对方式，（2）教师的中心作用，（3）多个自我系统过程在塑造学生的应对行为中的作用。自我报告，教师报告，并从765第三至6小时年级的学生和他们的老师的学校记录数据进行了分析，以确定结构的帮助寻求和避免，这些方式的前因和后果的应对，和发展差异，可能占年龄相关的变化应对。数据可从两个时间点，秋季和春季的一个学年，允许并发和随时间变化的分析。2结构方程模型表明，寻求帮助和隐瞒是相关的，但不同的方式应对学业问题。学生的求助与他们的参与同时评估呈正相关，而隐瞒与不满。此外，与因果假设一致，寻求帮助预测了学年期间行为参与的增加，而隐瞒则预测了不满的增加。在应对的预测因素方面，关系对应对表现出独特的影响，超过了那些知觉能力和自主性。此外，教师的支持预测增加寻求帮助，并在一个学年的过程中，学生应对教师的支持预测的变化。中介模型的结果表明，教师支持可能通过影响儿童的自我系统过程而影响儿童的应对方式。最后，没有发现年龄差异之间的联系应对和自我系统的过程或教师的支持。考虑隐瞒作为一种有动机的应对方式和社会关系的重要性和学术应对的相关感的影响进行了讨论。未来研究的建议，重点是避免，不同的人群，特定的发展过程，额外的社会合作伙伴，和过渡时期。GWEN CATHERINE MARCHAND的一篇论文，部分达到了波特兰州立大学2004级心理学理学硕士学位的要求。致谢我想感谢托马斯金德曼博士、加布里埃拉·马托雷尔博士和卡罗尔·莫雷博士对这个项目的帮助。此外，我还要感谢艾伦·斯金纳博士是一位如此耐心和敬业的导师。她对理解儿童学习动机的发展以及通过研究应对的热情一直是我灵感的源泉。我很感激她与我分享的知识以及她对这个项目和我未来研究的见解。就这个研究项目而言，我想承认它得到了W。T.格兰特基金会，从研究资助号HD19914从儿童健康和人类发展的国家研究所，并从培训资助号527594从精神卫生的国家研究所。我还要感谢动机研究小组，特别是詹姆斯·康奈尔、爱德华·德西、托马斯·金德曼、理查德·瑞安、埃伦·斯金纳和詹姆斯·韦尔博恩，没有他们，我们就无法获得当前项目的信息。同样，我要感谢布罗克波特学区及其负责人、校长、教师、学生和家长的慷慨参与。
An abstract of the thesis of Gwen Catherine Marchand for the Master of Science in Psychology presented April 26, 2004. Title: Motivational Processes Involved in Academic Help Seeking and Help Avoidance. During middle childhood, help seeking and avoidance are two ways children deal with academic problems. For this study, the dominant view of help seeking as a strategy of self-regulated learning was elaborated to consider it a way of coping framed within the Self-System Model of Motivational Development. This framework allows for the consideration of (1) the opposite of help seeking (help avoidance) as a motivated way of coping, (2) the central role of teachers, and (3) the operation of multiple self-system processes in shaping students' coping behaviors. Self-report, teacher-report, and school record data from 765 3rd through 6h grade students and their teachers were analyzed to determine the structure of help seeking and avoidance, the antecedents and consequences of these ways of coping, and developmental differences that may account for age-related changes in coping. Data were available from two time points, the fall and spring of one academic year, allowing for concurrent and change over time analyses. 2 Structural Equation Modeling demonstrated that help seeking and concealment are related, but different ways of coping with academic problems. Students' help seeking was positively correlated with concurrent assessments of their engagement whereas concealment was correlated with disaffection. Moreover, consistent with causal hypotheses, help seeking predicted increases in behavioral engagement over the course of the school year, while concealment predicted increases in disaffection. In terms of predictors of coping, relatedness showed unique effects on coping over and above those of perceived competence and autonomy. In addition, teacher support predicted increases in help seeking, and reciprocally, student coping predicted changes in teacher support over the course of a school year. The results of medi"ational models indicated that teacher support may influence coping through its effects on children's self-system processes. Finally, no age differences were found in the links between coping and self-system processes or teacher support. The implications of considering concealment as a motivated way of coping and the importance of social relationships and a sense of relatedness in academic coping are discussed. Recommendations for future research are given that focus on avoidance, diverse populations, specific developmental processes, additional social partners, and times of transition. MOTIVATIONAL PROCESSES INVOLVED IN ACADEMIC HELP SEEKING AND HELP AVOIDANCE by GWEN CATHERINE MARCHAND A thesis submitted in partial fulfillment of the requirements for the degree of MASTER OF SCIENCE m PSYCHOLOGY Portland State University 2004 ACKNOWLEDGEMENTS I would like to thank Drs. Thomas Kindermann, Gabriela Martorell, and Carol Morgaine for all of their help with this project. Additionally, I would like to express my gratitude to Dr. Ellen Skinner for being such a patient and dedicated mentor. Her passion for understanding the development of children's academic motivation and coping through research has been a source of inspiration for me. I am grateful for the knowledge she has shared with me and her insight with regards to this project and my future research. In terms of this research project, I would like to acknowledge that it was supported by the W. T. Grant Foundation, from Research Grant No. HD19914 from the National Institute of Child Health and Human Development, and from Training Grant No. 527594 from the National Institutes of Mental Health. I would also like to express my gratitude to the Motivation Research Group, especially James Connell, Edward Deci, Thomas Kindermann, Richard Ryan, Ellen Skinner, and James Wellborn, without whom information for the current project would not be available. Likewise, I would like to thank the Brockport School District, and its superintendent, principals, teachers, students, and parents for their generous participation.
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影响因子：
7.6
作者：
RYAN, RM;CONNELL, JP
通讯作者：
CONNELL, JP
影响因子：
7.6
作者：
B. Patrick;E. Skinner;J. Connell
通讯作者：
B. Patrick;E. Skinner;J. Connell
情感自主与超然：重温青春期和成年早期的沧桑。
影响因子：
4.6
作者：
Ryan,RM;Lynch,JH
通讯作者：
Lynch,JH
DOI：
--
发表时间：
1998
期刊：
Monographs of the Society for Research in Child Development.
影响因子：
--
作者：
Skinner,EA;Zimmer-Gembeck,MJ;Connell,JP
通讯作者：
Connell,JP