| Summary: | This study examined how classroom learning environments, including classroom goal
structures, teachers' instructional discourse, and the social climate, can facilitate or curtail
students' adaptive help-seeking, particularly students with learning disabilities. Qualitative
case study analysis of classroom observations and interviews of four students revealed that
individual student's help-seeking varied from classroom to classroom. Also different
students' perceptions of the same classroom varied regarding support for their help-seeking.
The classrooms that seemed most supportive of student help-seeking were characterized by
an emphasis on mastery goals and consistently supportive instructional and motivational
discourse as well as a positive social environment. Implications for goal theory and for
informing teacher practice with regard to promoting student help-seeking are discussed. === Education, Faculty of === Educational and Counselling Psychology, and Special Education (ECPS), Department of === Graduate
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