Types of Social Help-Seeking Strategies in Different and across Specific Task Stages of a Real, Challenging Long-Term Task and Their Role in Academic Achievement

Autor/inn/en	Hirt, Carmen Nadja; Karlena, Yves; Suter, Francesca; Merki, Katharina Maag
Titel	Types of Social Help-Seeking Strategies in Different and across Specific Task Stages of a Real, Challenging Long-Term Task and Their Role in Academic Achievement
Quelle	In: Frontline Learning Research, 8 (2020) 4, S.74-111 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2295-3159
Schlagwörter	Help Seeking; Student Behavior; Academic Achievement; Secondary School Students; Student Motivation; Foreign Countries; Student Attitudes; Supervisors; Peer Relationship; Family Role; Switzerland + Suchen Sie Ihr Suchwort? Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Student behaviour; Schülerverhalten; Schulleistung; Sekundarschüler; Schulische Motivation; Ausland; Peer-Beziehungen; Schweiz
Abstract	Social help seeking (SHS) is an important strategy for successful self-regulated learning at all school levels. The aim of this longitudinal study is threefold: to ascertain the existence of different types of SHS strategies in various task stages of creating an individual academic paper, examine the extent to which these types of SHS strategies change in the course of that challenging long-term task and analyse the extent to which these types are relevant to academic achievement. This examination extends previous studies by adopting a task-specific, person-centred development perspective on SHS outside regular classroom instruction. In particular, we explore SHS types in the context of a real, long-term task, whereby aspects neglected in previous studies (need for help, help sources based on specific issue areas) are used for type creation and test for differences in academic achievement. Three online questionnaires were completed by 603 upper secondary school-level students (62.9% female) with a mean age of 17.3 (SD = 0.71) within one school year. Latent class analyses, latent transition analyses (LTA) and nonparametric procedures (Kruskal-Wallis H test, post hoc Dunn-Bonferroni test) were performed. Different SHS types were identified (independents, factual supervisor-focused, factual supervisor-focused and motivational family-focused, motivational family-focused, and factual and motivational family-focused) and found to vary over different task stages. Moreover, LTA indicated a considerable change between the SHS types over time. Nevertheless, no significant differences in achievement emerged between the types per task stage, thus reflecting the adage, 'There is more than one way of doing it'. (As Provided).
Anmerkungen	European Association for Research on Learning and Instruction. Peterseliegang 1, Box 1, 3000 Leuven, Belgium. e-mail: info@frontlinelearningresearch.org; Web site: http://journals.sfu.ca/flr/index.php/journal/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01