How self-regulated learners cope with academic difficulty: The role of adaptive help seeking

Theory into Practice

Volumn 41, Issue 2, 2002, Pages 132-138

  Newman, Richard S ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0036018825     PISSN: 00405841     EISSN: None     Source Type: Journal    
DOI: 10.1207/s15430421tip4102_10     Document Type: Article

References (32)

1. Classrooms: Goals, structures, and student motivation
2. Friends' influence on school adjustment: A motivational analysis
3. Guided discovery in a community of learners
4. Effects of task and ego achievement goals on help-seeking behaviors and attitudes
5. Classroom discourse
6. Competence, autonomy, and relatedness: A motivational analysis of self-system processes
7. Peer learning in the classroom: Tracing developmental patterns and consequences of children's spontaneous interactions
8. Stage-environment fit: Developmentally appropriate classrooms for young adolescents
9. Teacher expectations and student motivation
10. The informal curriculum
11. Help-seeking: An understudied problem-solving skill in children
12. Cognitive-motivational influences on the task-related help-seeking behavior of Black children
13. Help seeking, achievement motivation, and the social practice of intelligence in school
14. Children's help-seeking in the classroom: The role of motivational factors and attitudes
15. Adaptive help seeking: A strategy of self-regulated learning
16. Students' help seeking during problem solving: Influences of personal and contextual achievement goals
17. Social influences on the development of children's adaptive help seeking: The role of parents, teachers, and peers
18. Mathematical communication and thinking: The role of peer collaboration in the classroom
19. Children's reluctance to seek help with schoolwork
20. Student perceptions of the teacher and classmates in relation to reported help seeking in math class
21. Students' help seeking during problem solving: Effects of grade, goal, and prior achievement
22. Reasoning about the ability of self and others: A developmental study
23. Changing patterns of comparative behavior as skills are acquired: A functional model of self-evaluation
24. Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social-emotional role, and the classroom goal structure
25. Social goals, academic goals, and avoiding seeking help in the classroom
26. Developmental change in children's assessment of intellectual competence
27. Group processes in the classroom
28. Social goals and social relationships as motivators of school adjustment
29. Student motivation in middle school: The role of perceived pedagogical caring