Motivational Dynamics of Children's Academic Help-Seeking and Concealment

Autor/inn/en	Marchand, Gwen; Skinner, Ellen A.
Titel	Motivational Dynamics of Children's Academic Help-Seeking and Concealment
Quelle	In: Journal of Educational Psychology, 99 (2007) 1, S.65-82 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Early Adolescents; Age Differences; Coping; Middle Schools; Student Motivation; Student Problems; Help Seeking; Elementary Education; Self Concept; Correlation; Predictor Variables; Self Efficacy; Teacher Student Relationship; Academic Achievement; Self Motivation + Suchen Sie Ihr Suchwort? Age; Difference; Age difference; Altersunterschied; Bewältigung; Middle school; Mittelschule; Mittelstufenschule; Schulische Motivation; Studienproblem; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Elementarunterricht; Selbstkonzept; Korrelation; Prädiktor; Self-efficacy; Selbstwirksamkeit; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung
Abstract	Models of self-regulated learning and of children's coping both consider help-seeking an adaptive response to academic problems, yet students do not always seek help when it is needed, and help-seeking generally declines across early adolescence. A study of 765 children in elementary and middle school (Grades 3-6) during fall and spring of the same school year investigated whether motivational resources predicted help-seeking and whether losses in motivational supports across the middle school transition mirrored age declines. As predicted, 3 motivational self-perceptions were tightly correlated with coping in fall and spring; relatedness was the primary predictor of increases in help-seeking, whereas a sense of incompetence predicted increases in concealment. Teacher reports of motivational support also predicted changes in student coping and were mediated by children's self-perceptions. Analyses of reciprocal effects of students' help-seeking and concealment on changes in teacher support corroborated hypothesized cycles in which motivationally "rich" children, by constructively seeking help, become "richer," whereas motivationally "poor" children, by concealing their difficulties, become "poorer." Age differences in children's motivational resources across the transition to middle school paralleled age differences in help-seeking and concealment. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10