Seeking help in large college classes: A person-centered approach

By Stuart A. Karabenick. 2003

387 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/3f9dc40c9fc4ef0eaefece441ea5f1c10ef23bfd

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Achievement Goals in Social Interactions: Learning with Mastery vs. Performance Goals (2007, background): “Therefore, it is not surprising that help-seeking behavior (a way to consider peers as a resource) is linked to mastery goal orientation (Karabenick, 2003; Middleton & Midgley, 1997; Ryan & Pintrich, 1997).”
Connecting to the Professor: Impact of the Student–Faculty Relationship in a Highly Challenging Course (2012, background): “Indeed, many students, especially those with high levels of course-related anxiety, are reluctant to ask for help (Karabenick 2003), so periodic reminders from faculty that help is available can provide needed encouragement.”
Assessing Academic Self-Regulated Learning (2005, background): “…have been associated with instrumental/autonomous help seeking, whereas helpseeking threat, avoidance, and executive (expedient) help seeking relates to performance avoid goals (e.g., Arbreton, 1993; Butler, 1998; Karabenick, 2003; Newman, 1998a; Ryan & Pintrich, 1997; Ryan, et al., 1998).”
Understanding and facilitating self‐regulated help seeking (2011, background): “Performance goal orientations, however, are not related to the likelihood that students will seek instrumental help (Karabenick, 2003; Ryan and Pintrich, 1997).”
Help seeking, self-efficacy, and writing performance among college students (2011, neutral): “Although it seems that such nonadaptive avoidance may occur in the face of ego threat (Karabenick, 2003; Nadler, 1987; Tanaka, Murakami, Okuno, & Yamauchi 2001), another factor may be that some students tend to overestimate their self-efficacy.”
Achievement Goal Theory at the Crossroads: Old Controversies, Current Challenges, and New Directions (2011, neutral): “…concepts), navigate decisional conﬂict well, experience positive emotion, and perceive tasks as valuable (e.g., Darnon, Butera, & Harackiewicz, 2007; Harackiewicz, Barron, Tauer, Carter, & Elliot, 2000; Karabenick, 2003; Levy, Kaplan, & Patrick, 2004; Pekrun, Elliot, & Maier, 2006; Wolters, 2004).”
Brief Research Report: Sense of Belonging and Academic Help-Seeking as Self-Regulated Learning (2019, background): “2019 Taylor & Francis Group, LLC Despite the available resources for academic assistance provided by their postsecondary institutions, students do not always use these resources, or use them appropriately (Karabenick, 2003).”
U.S. teachers' conceptions of the purposes of assessment (2017, background): “However, given the hypothesized multidimensional nature of teachers' beliefs, person-centered approaches are better able to capture the multiple perspectives (beliefs) that individualsmay hold and allow for the analysis of belief profiles that emerge (e.g., Karabenick, 2003).”
Do First-Year Seminars Improve College Grades and Retention? A Quantitative Review of Their Overall Effectiveness and an Examination of Moderators of Effectiveness (2016, background): “, 2004), helpseeking behavior (Karabenick, 2003), learning strategies (Credé & Phillips, 2011), and time management skills (Britton & Tesser, 1991).”
Much Ado About Grit: A Meta-Analytic Synthesis of the Grit Literature (2017, background): “…of grit may become dysfunctional if they reduce the likelihood of help-seeking behaviors that have themselves been linked to performance (e.g., Karabenick, 2003) or if they increase the likelihood that an individual persists too long in attempting to solve a problem that is particularly…”
The Relationship between Future Goals and Achievement Goal Orientations: An Intrinsic-Extrinsic Motivation Perspective. (2010, background): “…perceived competence (Cury et al., 2006) and classroom grades (Liem & Prasetya, 2006), and positively related to negative emotions such as test anxiety and worry, (Elliot & McGregor, 2001), help-seeking threat (Karabenick, 2003), and to less adaptive approaches to learning (Cury et al., 2006).”
Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents (2018, methodology): “The limited evidence for the non- identified students was mixed, anyway (Karabenick, 2003; Roussel et al., 2011), and it seems that there are theoretical reasons to expect both similarities and differences to evidence found with general student populations.”
Examining the Construct Validity of Mastery-Avoidance Achievement Goals: A Meta-Analysis (2010, background): “…(asking teachers and students for help, respectively), help-seeking threat (feeling like a failure when needing help), help-seeking avoidance (guessing rather than asking for help), and executive help-seeking (asking for help to avoid work or reduce work-related effort; Karabenick, 2003, 2004).”
Perceived Achievement Goal Structure and College Student Help Seeking. (2004, background): “…and situation determinants of whether, for what reasons, and from whom students seek help when they encounter academic difficulties (Butler, 1998; Karabenick, 1998, 2001, 2003; Karabenick & Knapp, 1991; Karabenick & Sharma, 1994; Newman, 1990, 1991, 1994, 1998, 2000; Newman & Goldin, 1990;…”
The Contributions and Prospects of Goal Orientation Theory (2007, background): “, 2006) and positively related to negative emotions such as test anxiety and worry (Elliot & McGregor, 2001), and to help-seeking threat (Karabenick, 2003).”