Middle Class Environment And Pride On Its Academic Help-seeking Behavior Research

Academic help-seeking behavior,as an important self-regulatory learning strategy by attention of Western scholars has gradually become an educational psychologist's research focus in recent years.In this study,I have chosen two factors from a number of factors that affect students' academic help-seeking behavior of the students perceived classroom environment and personality variables of self-esteem,explore the relationship between these two factors on academic help-seeking behavior comprehensively,and thus construct the factor model have an influence on junior high school help acts,then provide some psychological basis and reference for school education.In this study I use academic Help behavior scale which compiled by Li Xiaodong Et al.,my class questionnaire prepared by Jiang Guangrong and young people's self-esteem assessment questionnaire prepared by Zhang Lihua Et al.as the survey instrument.Subjects were chosen in a school from Dalian,extracted students from seventh grade to ninth grade,189 boys,215 girls,a total of 404.The results of this study are as follows:(1)From a gender perspective,junior high school students' academic help-seeking behavior has significant differences only in these two dimensions-avoidance of help and instrumental help(classmate).(2)From the point of view of the one-child,non-child relatively tend to do the implementation of assistance and help avoid than the one-child and have significant differences,while one-child more than non-child using instrumental help,and there is a significant difference only recourse for teacher.(3)From the perspective of grade,the four dimensions of academic help-seeking behavior exist significant differences.From the trend,implementation of the assistance,avoidance of help,instrumental help(classmate)have an increasing trend with the increase grade,while the instrumental(teacher)of this dimension with increasing grade is a downward trend.(4)In junior high school classroom environment,there are significant differences only in these two dimensions between the relationship between students and the competition;the teacher-student relationship,the relationship between students,order and discipline,competition and the burden of learning,these five dimensions have a significant difference in the one-child and grade.(5)Junior high self-esteem does not exist significant differences in sex,but there are significant differences in the one-child and grade.(6)Classroom environment of junior high school students,self-esteem and academic help-seeking behavior has significantly correlation between each other.(7)By the results of structural equation model shows:class environment can directly affect students' academic help-seeking behavior,classroom environment can also indirectly affect students' academic help-seeking behavior through self-esteem,self-esteem is the mediating variables-classroom environment affect academic help-seeking behavior,which is also assumed in this study is consistent.