Research On Academic Help-seeking Behavior And Its Influential Factors Of Mild Mentally Retarded Students In Regular Class

As one of the research topics of self-regulated learning in educational psychology, academic help-seeking attached increasing importance by more and more educators and psychologists. From the angle of self-regulated learning, it has the function of self-regulation that can shorten the distance between current level and expected level. And what's more, with the research further, more and more scholars think consistently that academic help-seeking is not only a very important self-regulated learning strategy for students' academic achievement and success in future, but also a significant ability with which students can regulate and improve social environment to promote their study through the way of regarding others as helpful resources.However, a student's help-seeking might reflect his dependence, and might be a indicator of independence too. What educators advocate is adaptive help-seeking, that is instrumental help-seeking. Instrumental help-seeking is a strategy to one's social environment, with which students can regulatory solve their questions, achieve their goals and adapt themselves to circumstance. However, when facing difficulties in the classroom, some students often copy others' homework or give up quickly.185 mild mentally retarded students in regular class and 156 normal students were assessed in this study. The following results were obtained: Most mild mentally retarded students are sensitive to the benefits of help-seeking. They are inclined to resort to executive help-seeking and avoidance of help-seeking, while less in instrumental help-seeking. Most of them are prone to seek academic help, but lack in their help-seeking skills and strategies. Help-seeking attitude and behavior were significantly correlated with self-esteem, self-efficacy, relationship between teacher and student, relationship of students and class achievement goals.The aim of the research is to explore the developmental characteristics of academic help-seeking among mild mentally retarded children in regular class, study the factors which influenced the student's academic help-seeking, and the relation between these factors and academic help-seeking. Otherwise give some suggestion to train their academic help-seeking attitude and behavior effectively. Then we can help students become active learners, master effective strategies and methods to improve the ability of study and social interaction.