The Relationship Between Junior High School Students' Self-esteem And Academic Help-seeking Behavior: The Adjustment Role Of The Class Environment

Academic help-seeking behavior, as an important learning strategy of self regulation,which can effectively help learners successfully solve the difficulties encountered in the study, improve academic performance. There are more studies on academic help-seeking behavior recent years, but few scholars while concerned about the impact between class environment and self-esteem for academic help-seeking behavior. this study has chosen two factors from a number of factors that affect junior students' academic help-seeking behavior of the junior students' perceived classroom environment and personality variables of self-esteem. It'll provide the theory basis for the education workers how to cultivate middle school students to use adaptive help-seeking behavior.To investigate how students' self-esteem influences junior students' aggressive behavior and class environment's Regulating role between them. The study used Class Environment Questionnaire, Self-Esteem Scale, Academic Help-seeking Behavior Scale and selected eight middle schools' students as the research subjects. A total of 1400 questionnaires were distributed, and 1203 valid questionnaires received. Based on the analysis and discussion of class environment, self-esteem and academic help-seeking behavior of junior high school students, the results are as follow:(1) Junior high school students' gender, grade, whether the class cadre, whether the only child and family economy affect class environment their perceived. The junior middle school students' class environment can be divided into three types:good type, general type and problem type.(2) Compared with the national norm, the self-esteem of middle school students is in the middle level. Junior high school students' gender, grade, whether the class cadre, whether the only child and family economy affect their self-esteem.(3) Junior high school students in the school encountered difficulties, more likely to take the help of adaptive behavior. Junior high school students' gender, grade,whether the class cadre, whether the only child and family economy affect student's academic help-seeking behavior.(4) The type of class environment perceived by students affects their academic help-seeking behavior. The better the class environment, the more the instrumental help-seeking behavior, the less the executive help-seeking and avoidance seeking behavior.(5) Middle school students' class environment and self-esteem has a significant predictor of their academic help-seeking behavior.(6) Class environment plays a moderating role in the relationship between self-esteem and academic help seeking behavior. In a good and general class environment, self-esteem has significant predictive effect on academic help-seeking behavior, while in the problem based classroom environment, self-esteem has no predictive effect on academic help-seeking behavior.