Basic education students' conceptions of help seeking
DOI:
https://doi.org/10.5433/2236-6407.2010v1n2p159Keywords:
cognitive psychology, help seeking strategy, learning strategyAbstract
The national research about help seeking strategy is slim. In this sense, this study investigated the conceptions about help seeking of 60 students of both sexes from 2nd to 4th grade education. Data collection instruments were both a problem solving hypothetical situation related to Help Seeking and a structured interview specially developed for this study. The data were examined qualitatively by means of content analysis. Results indicated that help seeking strategy is frequently reported by students to do their academic activities or daily. The request for assistance is expressed verbally. Family members ate the key persons to whom the students seek at the time of difficulty. Data are discussed not only in terms of the need of acknowledging the importance of help seeking strategy, but also in terms of the need to deepen the knowledge about this strategy.Downloads
References
Boruchovitch, E. (1995). A identificação e o estudo das variáveis associadas ao fracasso escolar brasileiro. Projeto de pesquisa realizado na qualidade de bolsista de recém doutor da CNPQ. Faculdade de Educação, Departamento de Psicologia Educacional, UNICAMP.
Boruchovitch, E. (1998). Understanding brazilian students use of learning strategies. Resumo apresentado na 24th Internacional Congress of Applied Psycology, San Francisco, Agosto.
Boruchovitch, E. (1999). Estratégias de aprendizagem e desempenho escolar: Considerações para a prática educacional. Psicologia: Teoria e Crítica, 12(2), 391-376.
Boruchovitch, E. (2006). Estratégias de aprendizagem: Uma análise à luz das variáveis demográficas e motivacionais. Tese de Livre Docência. Faculdade de Educação – UNICAMP.
Costa, E. R. (2000). As estratégias de aprendizagem e ansiedade de alunos do ensino fundamental: Implicações para a prática educacional. Campinas, Dissertação de Mestrado, Faculdade de Educação, UNICAMP.
Butler, R. (2006). An achievement goal perspective on student help seeking and teacher help giving in the classroom: Theory, research, and educational implications. In S. A. Karabenick & R. S. Newman (Eds.). Help seeking in academic settings. (pp. 45-88). Mahwah, NJ:
Lawrence Erlbaum Associates. Karabenick, S. A. (1998). Help seeking as a strategic resource. In S. A. Karabenick (Ed.). Strategic help seeking: implications for learning and teaching. (pp. 1-13). Hillsdale, NJ: Erlbaum.
Karabenick, S. A., & Knapp, J. R. (1991). Relationship of academic help seeking to the use of learning strategies and other instrumental achievement behavior in college students, Journal of Educational Psychology, 83(2), 221- 230.
Marchand, G., & Skinner, E. A. (2007). Motivational dynamics of children’s academic help-seeking and concealment. Journal of Educational Psychology, 99(1), 65-82.
Muneiro, M. L. (2008). Estratégias de aprendizagem de alunos do ensino superior: Cursos de serviço social e engenharia de produção elétrica. Dissertação de Mestrado, Faculdade de Educação, Universidade Estadual de Campinas, Campinas.
Newman, R. S. (1990). Children’s help seeking in the classroom; the role of motivational factors and attitudes. Journal of Educational Psychology, 83(1), 71-80. Newman, R. S. (1991).
Goals and self-regulated learning: What motivates children to seek academic help? In M. L. Maehr & P. R. Pintrich (Eds.). Advances in motivation and achievement. (pp. 151-183). Greenwich, CT: JAI.
Newman, R.S. (1994) Adaptive help seeking: a strategy of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.). Self-regulation of learning and performance: issues and educational applications. (pp. 282- 301). Hillsdale, NJ: Lawrence Erlbaum Associates.
Newman, R.S. (1998) Adaptive help-seeking: a role of social interaction in selfregulated learning. In S. A. Karabenick (Ed.). Strategic help seeking: implications for learning and teaching. (pp. 13-37).
Hillsdale, NJ: Erlbaum. Newman, R. S. (2000). Social influences on the development of children’s adaptive help seeking: the role of parents, teachers, and peers. Developmental Review, 20(3), 350-404.
Newman, R. S. (2002). How self-regulated learners cope with academic difficulty: The role of adaptative help seeking. Theory into Practice, 41(2), 132 -138
Newman, R. S. (2006). Students´ adaptive and nonadptive help seeking in the classroom: Implications for the context of peer harassment. In S. Karabenick & R. S. Newman (Eds.). Help seeking in academic settings: goals, groups, and contexts. (pp. 225-258). Lawrence Erlbaum Associates.
Ryan, A. M., & Pintrich, P. R. (1997). “Should I ask for help?” The role of motivation and attitudes in adolescents´ help seeking in math class. Journal of Educational Psychology, 89(2), 329-341.
Schlieper, M. D. M. J. (2001). As estratégias de aprendizagem e as atribuições de causalidade de alunos do ensino fundamental. Dissertação de Mestrado, Faculdade de Educação, Universidade Estadual de Campinas, Campinas
Serafim, T. M. (2004). As estratégias de aprendizagem dos alunos do ensino fundamental: uma análise por gênero, série escolar e idade. Trabalho de Conclusão de Curso, Faculdade de Educação, Universidade Estadual de Campinas, Campinas.
Serafim, T. M. (2009). A estratégia de pedir ajuda de estudantes do ensino fundamental. Dissertação de Mestrado, Faculdade de Educação, Universidade Estadual de Campinas, Campinas.
Serafim & Boruchovitch (2007). Escala de avaliação da estratégia de pedir ajuda no contexto escolar. Manuscrito não publicado. Universidade Estadual de Campinas, Campinas.
Turner, J. C., Midgley, C., Meyer, D. K., Gheen, M. Andertman, E. M., Kang, Y. & Patrick, H. (2002). The classroom environment and students´ reports of avoidance strategies in mathematics: A multi-method study. Journal of Educational Psychology, 94(1), 88-106.
Van Der Meij, H. (1988). Constrains on question asking in classrooms. Journal of Psychology Educational, 80(3), 401-405.
Van Der Meij, H. (1990). Question asking: to know that you do not know is not enough. Journal of Psychology Educational, 82(3), 505-512.
Downloads
Published
How to Cite
Issue
Section
License
The Copyright of the published manuscripts belongs to the Journal. Since they are published in an open access Journal, they are freely available, for private use or for use for educational and non-commercial purposes.
The Journal has the right to make, in the original document, changes regarding linguistic norms, orthography, and grammar, with the purpose of ensuring the standard norms of the language and the credibility of the Journal. It will, however, respect the writing style of the authors.
When necessary, conceptual changes, corrections, or suggestions will be forwarded to the authors. In such cases, the manuscript shall be subjected to a new evaluation after revision.
Responsibility for the opinions expressed in the manuscripts lies entirely with the authors.