Academic Help-Seeking Interactions in the Classroom: A Microlongitudinal Study

Autor/inn/en	Davison, Kyle; Malmberg, Lars-Erik; Sylva, Kathy
Titel	Academic Help-Seeking Interactions in the Classroom: A Microlongitudinal Study
Quelle	In: British Journal of Educational Psychology, 93 (2023) 1, S.33-55 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Davison, Kyle) ORCID (Malmberg, Lars-Erik) ORCID (Sylva, Kathy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12538
Schlagwörter	Help Seeking; Classroom Communication; Teacher Student Relationship; Peer Relationship; Foreign Countries; Elementary School Students; Grade 3; Grade 4; Grade 5; Student Behavior; Prosocial Behavior; United Kingdom (England) + Suchen Sie Ihr Suchwort? Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Klassengespräch; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Ausland; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Student behaviour; Schülerverhalten
Abstract	Background: Help-seeking research has traditionally inferred behavioural responses to the need for help from post-hoc reflections and experiments outside of the classroom context. Aim: We aimed to gain an ecologically valid understanding of the help-seeking process by examining the association between pupils' task-specific perceptions and their help-seeking interactions with teachers and peers during lessons. Sample: Participants were 290 pupils in Years 4-6 (aged 8.22-11.48) and 12 teachers in 12 classrooms in three schools across two local authorities in South East England, UK. Method: The microlongitudinal data consisted of 6,592 task-specific reports. Pupils reported on their task understanding and need for help and their help-seeking (teacher and peer) and help-giving behaviours at the end of each lesson. On average, pupils completed 25.44 reports across 14.64 lessons, 13 school subjects and 4.80 days. Teachers reported on pupils' academic performance. Data were analysed using two-level logistic and multinomial logistic regressions. Results and conclusions: Task-specific understanding and need for help were associated with help-seeking and help-giving behaviour during lessons. Understanding was associated also with the type of help sought and given among classmates and appeared to influence whether pupils were help-seekers or help-givers during peer interactions. There was an apparent reciprocity in peer help-seeking interactions, occurring namely among girls and higher performers. Overall, girls were more likely than boys to seek and give help across tasks. Pupils for whom English was an additional language were less likely than classmates to seek help when they needed it. The study (1) sheds new light on the dynamics of everyday help-seeking interactions in the classroom, (2) provides a conceptual framework for researchers interested in reciprocal processes of social interaction in self-regulated learning, and (3) highlights groups who might benefit from intervention. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01