The Relationship Between Academic Help Seeking And Self-regulated Learning Of Junior High School Students And Intervention Research

Academic help seeking refers to the behavior of students in the process of learning difficulties and asking for help from others.It is an important self-regulated learning strategy to help others cope with learning difficulties by using other people's help.The purpose of this study is to understand the junior middle school students' academic help seeking and self-regulated learning situation,exploring the relationship between the two,to carry out academic help seeking as the theme of the class group counseling on the basis of this,explore the effective way to improve the self regulated learning.In this study,the primary and secondary school students and junior middle school students in three junior middle schools in Guangzhou were investigated by using the questionnaire for primary school students' academic help seeking and the self-regulated learning scale for middle school students.815 valid data were collected and analyzed,and the status quo and relationship between academic help seeking and self-regulated learning were analyzed.Study two collected the math achievement of263 subjects,and further explored the relationship between academic help seeking,self-regulated learning and academic achievement.Study three adopts the method of class group counseling to do experiment intervention,carry out seven units of the theme of academic help seeking group counseling in the experimental group,the control group without any intervention,to explore the class group counseling can improve students' academic help seeking behavior and willingness,and improve the self-regulated learning and learning achievement.The conclusions of this study are as follows:(1)junior high school students' academic help seeking overall in the middle level,the instrumental help seeking behavior can also continue to improve;self-regulated learning in junior middle school students,but need to plan and goal orientation,motivation strategies and cognitive strategies to further improve.(2)there is no significant gender difference in junior high school students' academic help seeking.The gender adjustment of junior high school students is significantly higher than that of male students,and the level of self monitoring,cognitive strategy,resource management and motivation strategy has reached a significant level.(3)in grade variables,there is a significant difference between junior high school students' academic help seeking and self-regulated learning behavior.The overall level of self-regulated learning decreases with the increase of grade,and academic help seeking increases with the increase of grade.(4)academic help seeking and self-regulated learning of junior high school students showed a significant negative correlation,and non adaptive help seeking academic help seeking and self-regulated learning has a significant negative correlation,and the benefits of help seeking instrumental help seeking behavior and self-regulated learning have a significant positive correlation.(5)junior high school students' academic help seeking is negatively related tomathematics learning achievement.As a result,there is a negative correlation between the cost of seeking help(students),executive seeking help,avoidance seeking behavior and academic achievement,and there is a significant positive correlation between the help seeking benefit and academic achievement.(6)the total score of self-regulated learning,effort management,self-efficacy,motivation strategy and mathematics learning achievement of junior high school students are positively related.(7)through group counseling can increase students' academic help seeking behavior,help reduce price,improve the students' academic help seeking intention and behavior,then significantly improve the self-regulated learning achievement level and mathematics learning.The group counseling intervention was effective in academic help seeking.