THE ACADEMIC HELP-SEEKING BEHAVIOR OF JUNIOR HIGH SCHOOL STUDENTS IN ENGLISH LEARNING

• Main Authors: Yo-ting Hu, 胡佑庭
• Other Authors: Dr.Ching-chi Chen
• Format: Others
• Language: zh-TW
• Published: 2006
• Online Access: http://ndltd.ncl.edu.tw/handle/60684707700905282367

碩士 === 國立高雄師範大學 === 英語學系 === 94 === The primary goals of this study are to explore the academic help-seeking behaviors of high-, mid-, and low-achieving junior high school students in English, the differences in academic help-seeking behaviors by gender and grade level, the academic help-seeking behaviors of junior high school students with different goal orientations, the academic help-seeking behaviors of high, mid and low self-efficacy among junior high school students and the academic help-seeking behaviors of junior high school students pursuing different social goals. The subjects were 738 students of normally-distributed classes from seventh grade to ninth grade in Da-wan Junior High School of Tainan County. The researcher administered the Academic Help-Seeking Behavior Questionnaire (AHSBQ) to assess the subjects’ achievement scores, help-seeking behaviors, goal orientations, self-efficacy and social goals in class time. Descriptive statistics, Independent t-Test, One-Way ANOVA and Stepwise regression were performed to analyze the collected data. The major findings of the study are summarized as follows: 1.High-achieving students are apt to employ instrumental help-seeking behavior, to espouse mastery-approach goals, mastery-avoidance goals and performance-approach goals. Low-achieving students have a preference for adopting avoidance help-seeking behavior. 2.Girls are prone to seek instrumental help and boys are prone to seek executive and avoidance help when they have perplexity in English. Students appear to ask fewer questions as they proceed in school from grade to grade. Seventh graders tend to seek instrumental help and are the least likely to avoid asking for help. On the contrary, ninth graders are the most likely to seek executive help when they are in need of help. 3.Girls pursue mastery-approach and mastery-avoidance goals more than boys. Moreover, seventh graders hold mastery-approach and mastery-avoidance goals most. 4.Mastery-approach and mastery-avoidance goals positively predict instrumental help and negatively predict executive and avoidance help; performance-approach goals negatively predict avoidance help; and performance-avoidance goals positively predict executive and avoidance help. 5.Students request more instrumental help at the high level of self-efficacy than at mid and low levels of self-efficacy. Notwithstanding, low self-efficacy students seek more executive help and avoid needed help more than students at high and mid levels of self-efficacy. 6.Girls espouse relationship and responsibility goals more. Besides, seventh graders hold responsibility goals most and ninth graders are the least likely to hold it. 7.Responsibility goals positively predict instrumental help and negatively predict executive and avoidance help; status goals positively predict executive and avoidance help. Based on the study findings, this study suggests that English teachers can enhance adaptive help seeking by setting the classroom climate with sufficient support from teachers, with normative comparison with peers and by setting a learning-focused classroom environment. Besides, teachers can heighten students’ motivation and interest with the help of the web-assisted learning activity and proper teaching strategies.