Academic Help-seeking as a Stand-alone, Metacognitive Action: An Empirical Study of Experiences and Behaviors in Undergraduate Engineering Students
Academic Help-seeking as a Stand-alone, Metacognitive Action: An Empirical Study of Experiences and Behaviors in Undergraduate Engineering Students
复制标题
学术寻求帮助作为一种独立的元认知行为：本科工程生经历和行为的实证研究
DOI：
--
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Joachim Walther
中科院分区：
文献类型：
--
作者：
Chris Herring;Joachim Walther
调查学术寻求帮助行为 (HSB) 的当代研究主要关注 K-12 学生。很少有研究在本科工程学背景下研究 HSB。主要努力是定量的，由于典型的工程人口统计，限制了少数群体的声音。这项研究的目的是对工科学生在 HSB 的生活经历有一个丰富的、实证性的理解，确保代表性不足的群体的观点。自我效能 (SE) 和自我智力理论 (STOI) 作为 HSB 的输入进行了检查。这项定性研究基于对学生看法的访谈以及从扎根理论中得出的持续比较技术。采用多方法抽样方法来确保多样化的经历、性别平等和种族多样性。结果表明，与 SE 和 STOI 相关的多种主题对寻求帮助的元认知行为有影响，导致递归 HSB 决策过程中的内部冲突。此外，研究结果表明 HSB 是工程专业学生必须学习的技能。讨论了性别和种族问题。
Contemporary research investigating academic help-seeking behavior (HSB) is predominantly K-12 in focus. Few studies have examined HSB within an undergraduate engineering context. Primary efforts are quantitative which, due to typical engineering demographics, limits the voice of minority constituents. The purpose of this research is to develop a rich, empirical understanding of engineering students’ lived experiences of HSB ensuring the perspective of underrepresented groups. Self-efficacy (SE) and self-theory of intelligence (STOI) were examined as inputs into HSB. This qualitative research is based on interviews of students’ perceptions and constantcomparative techniques drawn from grounded theory. A multi-approach sampling method was used to ensure varied experiences, equal gender, and ethnic diversity. Results indicate a diversity of themes related to SE and STOI as influencers to the metacognitive action of helpseeking resulting in internal conflict during a recursive HSB decision process. Additionally, results emerge casting HSB as a must-learned skill for engineering students. Gender and ethnic concerns are discussed.