Strategic Help Seeking: Implications for Learning and Teaching
Strategic Help Seeking: Implications for Learning and Teaching
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策略性寻求帮助：对学与教的影响
DOI：
10.1108/lm.1999.20.5.5.3
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发表时间：
1999
影响因子：
1.3
通讯作者：
S. Hannabuss
中科院分区：
文献类型：
--
作者：
S. Hannabuss
埃尔鲍姆在心理学等领域的重要和原创性研究的声誉是众所周知的。这项工作遵循了一个良好的传统，并开辟了最近的研究，以权威和高度启发性的方式寻求帮助。东密歇根大学的卡拉贝尼克编辑了10个有见地的章节（其中两章是自己写的），撰稿人（主要是美国人）在重点、连贯性、经验真实性和相关性方面都保持了很高的标准。优秀的最新书目伴随着每一章。这本书的目的是为专家参与教学设计和交付的各种情况下，从课堂到用户教育或培训计划，从学校到大学。它的含义对工作场所的培训人员有更广泛的应用。寻求帮助传统上与学习依赖，甚至不诚实有关，充其量只是一种应对策略。最近的研究揭示了另一幅图景：寻求帮助是一种有价值的适应性自我调节主动学习策略。寻求帮助在任何积极有效的学习中都是至关重要的。它认为，自我调节（或Meta认知，即反思自己的学习过程）的学习者，在学校和大学，有目的地控制学习结果。寻求帮助是一个复杂的过程，也许正是因为这个原因，现在才被理解。在丰富的心理学，社会学和教育研究中，这本书展示了寻求帮助如何将认知（例如学习和了解），情感（例如信仰和态度，如自尊和学习动机）和社会互动因素（例如在课堂或学习小组中）结合在一起。
Erlbaum′ s reputation for important and original research in fields like psychology is well known. This work follows in a good tradition and opens up recent research into help seeking in an authoritative and highly illuminating way. Karabenick (of Eastern Michigan University) has edited ten perceptive chapters here (writing two of them), and contributors (mainly American) keep up a high standard of focus, coherence, empirical authenticity, and relevance. Excellent up‐to‐date bibliographies accompany each chapter. The book is intended for specialists involved in instructional design and delivery in a variety of situations from classroom to user education or training programme, from school to university. Its implications have wider application for trainers generally in the workplace.Help seeking has traditionally been associated with learning dependency, even dishonesty, and at best a mere coping strategy. Recent research reveals another picture: help seeking as a valuable adaptive self‐regulating proactive learning strategy. Help seeking is critical in any active effective learning. It argues that self‐regulated (or meta‐cognitive, ie reflecting on one′ s own learning processes) learners, in school and college, have purposeful control over learning outcomes. Help seeking is a complex process, and perhaps for this reason is only now being understood. In a wealth of psychological, sociological, and educational research, the book demonstrates how help seeking brings together cognitive (eg learning and knowing), affective (eg beliefs and attitudes such as self‐esteem and motivation to learn), and social‐interactional factors (say in the classroom or the study group).