Junior Middle School Students' Of Mathematical Disability Academic Help-Seeking: Its Relation To Achievement Goal Orientation And Self-Efficacy

Academic help-seeking has been one of the main research topics in the western researches of education and psychology since 1980s.Though a mount of data showed some of the related phenomena and laws,some contradictions and questions are still left.With the shift of educational foci,academic help-seeking has been prevailing in 1990s.Many scholars increasingly conform that academic help-seeking is a very important self-regulated learning strategy for students' academic achievement and success in future,and that it is a significant capability that students regard others as utility resources.This present study attempts to clarify some of the contradictions and answer some of the questions by studying the relation between motivations and self-efficacy,so as to deepen the knowing of academic help-seeking.There are some researches about the relationship between Elliot's three parts of achievement goal orientation and academic help-seeking.Then Pintcrih refer to four parts achievement goal orientation theory,who thought that performance goals also can be avoidance orientation and approach orientation.The present study adopted some self-designed scales confirmed by confirmatory factors analysis,and investigated how academic help-seeking was related to achievement goals and self-efficacy.The mostly conclusions are as follows:(1) Gender difference in academic help-seeking.When getting in academic problems, they are used adaptive help-seeking from teacters and classmaters.Girls more prone to seeking adaptive help,and boys more likely to adaptive avoidance of help-seeking.(2) Grade difference in academic help-seeking.There is a significant difference between executive help-seeking,avoidance of help-seeking and instrumental help-seeking from teacher.Grade one students most likely to seek help from teacher. However,junior grade three students are most likely to adaptive executive help-seeking or avoidance of help-seeking.(3) The difference in academic help-seeking.The high achievers are prone to seek instrumental help-seeking,and mathematical disability are most likely to seek executive help-seeking and avoidance of help-seeking.(4) The difference in goal orientation.The high achievers are prone to seek mastery-approach goals,the general achievers seek performance-approach goals,and mathematical disability are most likely to seek performance-approach goals.(5) The difference in self-efficacy.The high achievers have the highest self-efficacy, and mathematical disability have the lowest self-efficacy.(6) The relationship between academic help-seeking and goal orientation. Performance- avoidance influences executive help-seeking directly,Performance-avoidance and mastery-approach influences avoidance of help-seeking directly, mastery-avoidance goals influences instrumental help-seeking from teacher directly performance- avoidance goals and performance-approach goals influences instrumental help-seeking from classmate directly.(7) The relationship between academic help-seeking and self-efficacy.The results of this experiment support vulnerability hypothesis.The lower self-efficacy the student feel,the more they seek executive help-seeking or avoidance of help-seeking.