Adaptive help seeking: A role of social interaction in self-regulated learning

Strategic Help Seeking Implications for Learning and Teaching

Volumn , Issue , 2012, Pages 13-37

  Newman, Richard S ^a  

^a UNIVERSITY OF CALIFORNIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 85071098524     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9781410602701-6     Document Type: Chapter

References (100)

1. Ainsworth, M. S. D., Blehar, M. C., Waters, E., and Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Hillsdale, NJ: Lawrence Erlbaum Associates.
2. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal oj Educational Psychology, 84, 261-271.
3. Ames, C., and Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
4. Ames, R. (1983). Help-seeking and achievement orientation: Perspectives from attribution theory. In B. M. DePaulo, A. Nadler, and J. D. Fisher (Eds.), New directions in helping: Vol. 2. Help seeking, (pp. 165-186). New York: Academic Press.
5. Azmitia, M. (1988). Peer interaction and problem solving: When are two heads better than one? Child Development, 59, 87-96.
6. Barnett, K., Darcie, G., Holland, C. J., and Kobasigawa, A. (1982). Childrens cognitions about effective helping. Developmental Psychology, 18, 267-277.
7. Berndt, T. J., and Keefe, K. (1992). Friends’ influence on adolescents’ perceptions of themselves at school. In D. Schunk and J. Meece (Eds.), Student perceptions in the classroom (pp. 51-73). Hillsdale, NJ: Lawrence Erlbaum Associates.
8. Bowlby, J. (1969). Attachment and loss: Vol. 1. Attachment. New York: Basic Books.
9. Bus, A. G., and van IJzendoorn, M. H. (1988). Mother-child interactions, attachment, and emergent literacy: A cross-sectional study. Child Development, 59, 1262-1272.
10. Butler, R., and Neuman, O. (1995). Effects of task and ego achievement goals on help-seeking behaviors and attitudes. Journal of Educational Psychology, 87, 261-271.
11. Cooper, C. R., Marquis, A., and Ayers-Lopez, S. (1982). Peer learning in the classroom: Tracing developmental patterns and consequences of children’s spontaneous interactions. In L. C. Wilkinson (Ed.), Communicating in the classroom (pp. 69-84). New York: Academic Press.
12. Cooper, H. M. (1979). Pygmalion grows up: A model for teacher expectation communication and performance influence. Review oj Educational Research, 49(3), 398-410.
13. Corno, L. (1989). Self-regulated learning: A volitional analysis. In B. J. Zimmerman and D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theory, research, and practice (pp. 111-141). New York: Springer-Verlag.
14. Covington, M. (1992). Making the grade: A self-worth perspective on motivation and school reform. New York: Cambridge University Press.
15. Diaz, R. M. Neal C. J., and Amaya-Williams, M. (1990). The social origins of self-regulation. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of socio-historical psychology (pp. 127-154). New York: Cambridge University Press.
16. Diener, C. and Dweck, C. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy, and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451-462.
17. Dillon, J. T. (1990). The practice of questioning. New York: Routledge.
18. Dodge, K. A., Asher, S. R., and Parkhurst, J. T. (1989). Social life as a goal-coordination task. In C. Ames and R. Ames (Eds.), Research on motivation in education: Goals and cognitions (pp. 107-135). New York: Academic Press.
19. Dunn, J., and Brown, J. (1991). Relationships, talk about feelings, and the development of affect regulation in early childhood. In J. Garber and K. A. Dodge (Eds.), The development of emotion regulation and dysregulation (pp. 89-108). Cambridge, England: Cambridge University Press.
20. Dweck, C. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
21. Dweck, C. and Leggett, E. L. (1988). A social-cognitive approach to motivation and personality. Psychological Review, 95, 256-273.
22. Eccles, J., Midgley, C., and Adler, T. E (1984). Grade-related changes in the school environment: Effects on achievement motivation. In J. Nicholls (Ed.), Advances in motivation and achievement (Vol. 3, pp. 283-331). Greenwich, CT: JAI.
23. Eccles, J., and Wigfield, A. (1985). Teacher expectations and student motivation. In J. Dusek (Ed.), Teacher expectancies (pp. 185-226). Hillsdale, NJ: Lawrence Erlbaum Associates.
24. Elliott, E. S., and Dweck, C. (1988). Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology, 54, 5-12.
25. Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, 906-911.
26. Garber, J., and Dodge, K. A. (Eds.). (1991). The development of emotion regulation and dysregulation. Cambridge, England: Cambridge University Press.
27. Goodenow, C. (1993). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13, 21-43.
28. Graesser, A. C., and McMahen, C. L. (1993). Anomalous information triggers questions when adults solve quantitative problems and comprehend stories. Journal of Educational Psychology, 85, 136-151.
29. Graham, S., and Barker, G. P (1990). The down side of help: An attributional-develop-mental analysis of helping behavior as a low-ability cue. Journal of Educational Psychology, 82, 7-14.
30. Graham, S., and Golan, S. (1991). Motivational influences on cognition: Task involvement, ego involvement, and depth of information processing. Journal of Educational Psychology, 83, 187-194.
31. Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17, 300-312.
32. Harter, S. (1983). Developmental perspectives on the self-system. In P Mussen (Ed.), Handbook of child psychology: Vol. 4. Socialization, personality, and social development, (pp. 275-385). New York: Wiley.
33. Harter, S., and Connell, J. P (1984). A model of children’s achievement and related self-perceptions of competence, control, and motivational orientation. In J. Nicholls (Ed.), Advances in motivation and achievement (Vol. 3, pp. 219-250). Greenwich, CT: JAI.
34. Karabenick, S. A., and Knapp, J. R. (1988). Help seeking and the need for academic assistance. Journal of Educational Psychology, 80, 406-408.
35. Karabenick, S. A., and 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, 221-230.
36. Kopp, C. B. (1991). Young children’s progression to self-regulation. In M. Bullock (Ed.), The development of international action: Cognitive, motivtional, and interactive processes (pp. 38-54). Basel, Switzerland: Karger.
37. Kuhl, J. (1985). Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation. In J. Kuhl and J. Beckmann (Eds.), Action control: From cognition to behavior (pp. 101-128). Berlin, Germany: Springer-Verlag.
38. Lave, J. (1988). Cognition in practice. Cambridge, England: Cambridge University Press.
39. Licht, B. G., and Dweck, C. S. (1984). Determinant of academic achievement: The interaction of children’s achievement orientations with skill area. Developmental Psychology, 20, 628-636.
40. Maehr, M. L., and Pintrich, P R. (Eds.). (1991). Advances in motivation and achievement (Vol. 7). Greenwich, CT: JAI.
41. Main, M., Kaplan, N., and Cassidy, J. (1985). Security in infancy, childhood, and adulthood: A move to the level of representation. In I. Bretherton and E. Waters (Eds.), Growing points of attachment theory and research (pp. 66-104). Monographs of the Society for Research in Child Development, 50 (1-2, Serial No. 209).
42. Markman, E. M. (1981). Comprehension monitoring. In W P Dickson (Ed.), Children’s oral communication skills (pp. 61-84). New York: Academic Press.
43. Markus, H., and Nurius, P (1986). Possible selves. American Psychologist, 41, 954-969.
44. Meece, J. L., Blumenfeld, P C., and Hoyle, R. H. (1988). Students’ goal orientations and cognitive engagement in classroom activities. Journal of Educational Psychology, 80, 514-523.
45. Meece, J. L., Blumenfeld, P C., and Puro, P (1989, January). A motivational analysis of elementary science learning environments. Paper presented at the annual meeting of the American Association for the Advancement of Science, San Francisco.
46. Meece, J. L., Parsons, J. E., Kaczala, C. M., Goff, S. B., and Fütterman, R. (1982). Sex differences in math achievement: Toward a model of academic choice. Psychological Bulletin, 91, 324-348.
47. Moos, R. H. (1979). Evaluating educational environments. San Francisco: Jossey-Bass.
48. Nadler, A. (1983). Personal characteristics and help-seeking. In B. M. DePaulo, A. Nadler, and J. D. Fisher (Eds.), New directions in helping: Vol. 2. Help seeking (pp. 303-340). New York: Academic Press.
49. Nelson-Le Gall, S. (1981). Help-seeking: An understudied problem-solving skill in children. Developmental Review, 1, 224-246.
50. Nelson-Le Gall, S. (1985). Help-seeking behavior in learning. In W. Gordon (Ed.), Review of research in education (Vol. 12, pp. 55-90). Washington, DC: American Educational Research Association.
51. Nelson-Le Gall, S., and Glor-Scheib, S. (1985). Help seeking in elementary classrooms: An observational study. Contemporary Educational Psychology, 10, 58-71.
52. Nelson-Le Gall, S., and Gumerman, R. A. (1984). Children’s perceptions of helpers and helper motivation. Journal of Applied Developmental Psychology, 5, 1-12.
53. Nelson-Le Gall, S. and Jones, E. (1990). Cognitive-motivational influences on the task-related help-seeking behavior of Black children. Child Development, 61, 581-589.
54. Newman, R. S. (1984). Children’s achievement and self-evaluations in mathematics: A longitudinal study. Journal of Educational Psychology, 76, 857-873.
55. Newman, R. S. (1990). Children’s help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82, 71-80.
56. Newman, R. S. (1991). Goals and self-regulated learning: What motivates children to seek academic help? In M. L. Maehr and P R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7. pp. 151-183). Greenwich, CT: JAI.
57. Newman, R. S. (1994). Adaptive help seeking: A strategy of self-regulated learning. In D. H. Schunk and B. J. Zimmerman (Eds.), Self regulation of learning and performance: Issues and educational applications (pp. 283-301). Hillsdale, NJ: Lawrence Erlbaum Associates.
58. Newman, R. S., and Gauvain, M. (1996, April). Mathematical communication and thinking: The role of peer collaboration in the classroom. Paper presented at the annual meeting of the American Educational Research Association, New York.
59. Newman, R. S., and Goldin, L. (1990). Children’s reluctance to seek help with schoolwork. Journal of Educational Psychology, 82, 92-100.
60. Newman, R. S., and Schwager, M. T. (1993). Student perceptions of the teacher and classmates in relation to reported help seeking in math class. Elementary School Journal, 94, 3-17.
61. Newman, R. S., and Schwager, M. T. (1995). Students’ help seeking during problem solving: Effects of grade, goal, and prior achievement. American Educational Research Journal, 32, 352-376.
62. Newman, R. S., and Stevenson, H. W. (1990). Children’s achievement and causal attributions in mathematics and reading. Journal of Experimental Education, 58, 197-212.
63. Nicholls, J. G. (1979). Quality and equality in intellectual development: The role of motivation in education. American Psychologist, 34, 1071-1084.
64. Ogbu, J. (1987). Variability in minority school performance: A problem in search of an explanation. Anthropology and Education Quarterly, 18, 312-334.
65. Palincsar, A., and Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
66. Paris, S. G., Lipson, M. Y., and Wixson, K. K. (1983). Becoming a strategic reader. Contemporary Educational Psychology, 8, 293-316.
67. Paris, S. G., and Newman, R. S. (1990). Developmental aspects of self-regulated learning. Educational Psychologist, 25, 87-102.
68. Pressley, M., Borkowski, J. G., and Schneider, W. (1987). Cognitive strategies: Good strategy users coordinate metacognition and knowledge. In R. Vasta and G. Whitehurst (Eds.), Annals ojchild development (Vol. 4, pp. 89-129). Greenwich, CT: JAI.
69. Pressley, M., Levin, J. R., Ghatala, E. S., and Ahmad, M. (1987). Test monitoring in young grade school children. Journal oj Experimental Child Psychology, 43, 96-111.
70. Radziszewska, B. and Rogoff, B. (1988). Influence of adult and peer collaborators on children’s planning skills. Developmental Psychology, 24, 840-848.
71. Rogoff, B., and Gardner, W. P (1984). Adult guidance of cognitive development. In B. Rogoff and J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 95-116). Cambridge, MA: Harvard University Press.
72. Rosen, S. (1983). Perceived inadequacy and help-seeking. In B. M. DePaulo, A. Nadler, and J. D. Fisher (Eds.), New directions in helping: Vol. 2. Help seeking (pp. 73-107). New York: Academic Press.
73. Rosenholtz, S. J., and Simpson, C. (1984). The formation of ability conceptions: Developmental trend or social construction? Review of Educational Research, 54, 31-63.
74. Ryan, R. M., and Stiller, J. (1991). The social contexts of internalization: Parent and teacher influences on autonomy, motivation, and learning. In M. L. Maehr and P R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7, pp. 115-149). Greenwich, CT: JAI.
75. Salomon, G., Globerson, T., and Guterman, E. (1989). The computer as a zone of proximal development: Internalizing reading-related metacognitions from a reading partner. Journal oj Educational Psychology, 81, 620-627.
76. Schunk, D. H. (1989). Self-efficacy and cognitive skill learning. In C. Ames and R. Ames (Eds.), Research on motivation in education (Vol. 3, pp. 13-44). New York: Academic Press.
77. Schunk, D. H., and Zimmerman, B. J. (1994). (Eds.), Self-regulation of learning and performance: Issues and educational applications. Hillsdale, NJ: Lawrence Erlbaum Associates.
78. Shapiro, E. G. (1983). Embarrassment and help-seeking. In B. M. DePaulo, A. Nadler, and J. D. Fisher (Eds.), New directions in helping: Vol. 2. Help seeking (pp. 143-163). New York: Academic Press.
79. Shavelson, R. J., and Bolus, R. (1982). Self-concept: The interplay of theory and methods. Journal of Educational Psychology, 74, 3-17.
80. Skinner, E. A., and Belmont, M. J. (1993). Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571-581.
81. Skinner, E. A., Wellborn, J. G., and Connell, J. P (1990). What it takes to do well in school and whether I’ve got it: A process model of perceived control and children’s engagement and achievement in school. Journal of Educational Psychology, 82, 22-32.
82. Slavin, R. (1983). Cooperative learning. New York: Longman.
83. Stern, D. N. (1985). The interpersonal world of the infant: A view from psychoanalysis and developmental psychology. New York: Basic Books.
84. Tharp, R. G., and Gallimore, R. (1988). Rousing minds to life: Teaching, learning, and schooling in social context. New York: Cambridge University Press.
85. Tudge, J., and Rogoff, B. (1989). Peer influences on cognitive development: Piagetian and Vygotskian perspectives. In M. Bornstein and J. Bruner (Eds.), Interaction in cognitive development (pp. 17-40). Hillsdale, NJ: Lawrence Erlbaum Associates.
86. Urdan, T. C., and Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65, 213-243.
87. van der Meij, H. (1988). Constraints on question asking in classrooms. Journal of Educational Psychology, 80, 401-405.
88. van der Veer, R., and van IJzendoom, M. H. (1988). Early childhood attachment and later problem solving: A Vygotskian perspective. In J. Valsiner (Ed.), Child development within culturally structured environments: Parental cognition and adult-child interaction (Vol. 1. pp. 215-246). Norwood, NJ: Ablex.
89. Verba, M. (1994). The beginnings of collaboration in peer interaction. Human Development, 37, 125-139.
90. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, and E. Souberman, Eds.). Cambridge, MA: Harvard University Press.
91. Webb, N. M. (1982). Student interaction and learning in small groups. Review of Educational Research, 52, 421-445.
92. Weinstein, R. (1983). Student perceptions of schooling. Elementary School Journal, 83(4), 287-312.
93. Wentzel, K. R. (1991). Social and academic goals at school: Motivation and achievement in context. In M. L. Maehr and P R. Pintrich (Eds.), Advances in motivation and achievement (Vol. 7. pp. 185-212). Greenwich, CT: JAI.
94. Wertsch, J. V. (1979). From social interaction to higher psychological processes. Human Development, 22, 1-22.
95. Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Cambridge, MA: Harvard University Press.
96. Wilkinson, L., and Calculator, S. (1982). Effective speakers: Students’ use of language to request and obtain information and action in the classroom. In L. Wilkinson (Ed.), Communicating in the classroom (pp. 85-99). New York: Academic Press.
97. Winnicott, D. W. (1965). The maturationalprocesses and thefacilitating environment. London: Hogarth Press.
98. Wintre, M. G., Hicks, R., McVey, G., and Fox, J. (1988). Age and sex differences in choice of consultant for various types of problems. Child Development, 59, 1046-1055.
99. Wood, D., Bruner, J., and Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17, 89-100.
100. Zimmerman, B. J., and Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614-628.