Effects Of Classroom Situations And Task Difficulty On Academic Help-seeking

The present study investigated effects of classroom situations and degrees of task difficulty on academic help-seeking, taking the second grade students of senior middle school as subjects. Results show:(1)In task-involved classroom, there is more help-seeking than in ego-involved classroom,(especially instrument help-seeking).(2)Students who performed moderate-difficulty task are more likely to do help-seeking, especially instrument help-seeking, than those who performed high-difficulty task.(3)In task-involved classroom, students with high academic achievement are more likely to do help-seeking, especially instrument help-seeking; while in ego-involved classroom, students with low achievement more likely to do help-seeking, not instrument help-seeking, but executive help-seeking.(4)Wholly, there is not gender differences in help-seeking of these students. But in ego-involved classroom, boys more likely evade help-seeking than girls.