Help seeking in academic settings : goals, groups, and contexts

By Stuart A. Karabenick, R. Newman. 2006

215 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/1b8791d93eadd6355e475062d7a35fccc148225b

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Citations in the corpus

The influence of achievement goals and social goals on help-seeking from peers in an academic context (2011, methodology): “All rights reserved. doi:10.1016/j.learninstruc.2010.05.003 Recent research on help-seeking has been guided by an achievement goal perspective (see Butler, 2006; Karabenick, 2006, for reviews).”
Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates (2015, background): “, 2001; Webb, Ing, Kersting, & Nemer, 2006), asking questions (King, 1998), giving constructive feedback (Webb et al., 2006), and providing scaffolds (Chi et al.”
Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes (2010, background): “…that a situative angle focusing on group processes is necessary to capture the social construction and enactment of motivation but that it needs to be complemented by a cognitive angle, which taps into the mediating role of individual members’ metacognitive reflections and interpretations.”
Examining the Correspondence between Self-Regulated Learning and Academic Achievement: A Case Study Analysis (2013, background): “widely regarded as an essential regulatory skill that is used by highly effective learners [57, 58].”
The Evolution of Research on Computer-Supported Collaborative Learning (2009, background): “These can include language and preferred communication style, as well asprior cultural-educational experiences which make students feel unprepared to break out of their comfort zone and interact with less familiar peers (Volet & Karabenick, 2006).”
Goals, Emotions, and Emotion Regulation: Perspectives of the Control-Value Theory (2009, background): “…that match individual goals and competencies); (6) social support seeking (making better use of task materials and environments by seeking help) [Karabenick & Newman, 2006], and (7) optimization of tasks and environments (regulating environments by changing tasks and the achievement climate in…”
The role of self-regulated learning in students' success in flipped undergraduate math courses (2018, background): “…help-seeking strategies that are conducive to learning such as requesting clarification, explanation, or hints about the correct process or solution, and discourage strategies that are detrimental to achievement such as asking for ready-made answers without explanation (Karabenick & Newman, 2006).”