Perceived Achievement Goal Structure and College Student Help Seeking.

By Stuart A. Karabenick. 2004

459 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/763c5ff6b926d4e5178938c45bdaa5cd83d76388

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Multiple Achievement Goals and Multiple Pathways for Learning: The Agenda and Impact of Paul R. Pintrich (2005, background): “Future research on goal contexts must also carefully consider whether it makes sense to conceptualize school or classroom goal structures along the approach–avoid dimension (e.g., Kaplan, Gheen, & Midgley, 2002; Karabenick, 2004; Linnenbrink, 2004; Linnenbrink & Pintrich, 2001b) and whether to focus”
Girls' and boys' perceived mathematics teacher beliefs, classroom learning environments and mathematical career intentions (2015, background): “Karabenick (2004) did not found significant effects of classroom performance-approach structure on students’ help-seeking, and Peng, Cherng, Chen, and Lin (2013) even showed positive effects of performance-approach structure on autonomous motivation.”
Brief Research Report: Sense of Belonging and Academic Help-Seeking as Self-Regulated Learning (2019, background): “College students’ use of help-seeking strategies has been linked adaptively to their cognitive and behavioral engagement, course-related anxiety, and academic performance (Karabenick, 2003, 2004; Karabenick & Knapp, 1991; Kitsantas & Chow, 2007).”
Development of the PRO-SDLS: A Measure of Self-Direction in Learning Based on the Personal Responsibility Orientation Model (2011, background): “…of adult education tends to embed the action of initiative within portions of action control theory (Kuhl, 1994), implementation intention in planning (Gollwitzer & Brandstatter, 1997), help seeking self-regulation (Karabenick, 2004), and academic volitional strategies (Diefendorff & Lord, 2003).”
University Instructors’ Achievement Goals for Teaching (2019, background): “…2007; Dickhäuser, Butler, & Tönjes, 2007), whereas their performance avoidance and work avoidance goals are related to perceiving help seeking as a threat (Dickhäuser et al., 2007; Skaalvik & Skaalvik, 2005; see also Karabenick, 2004, and Linnenbrink, 2005, for similar findings in students).”
The influence of achievement goals and social goals on help-seeking from peers in an academic context (2011, background): “The existing studies focused on these constructs show that mastery-approach goals are positive predictors of instrumental help-seeking (Kaplan, Lichtinger, & Gorodetsky, 2009; Karabenick, 2003, 2004; Ryan & Pintrich, 1997) and the perceived benefits of helpseeking (Ryan & Pintrich, 1997).”
Classification of Students with Reading Comprehension Difficulties: The Roles of Motivation, affect, and Psychopathology (2006, background): “Ryan, Gheen, and Midgley (1998) and Karabenick (2004) showed that performance goal structures are associated with avoiding help-seeking.”
Collaborative Learning in Engineering Students: Gender and Achievement (2011, background): “Students who are focused on their own achievement may avoid actions that reveal their lack of ability, such as admitting confusion or asking for help (Karabenick, 2004; Ryan, Patrick, & Shim, 2005).”
Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents (2018, methodology): “Achievement goal orientation theory, as the main theoretical framework in help-seeking theory and research (e.g. Butler, 2006; Gonida et al., 2014; Karabenick, 2003, 2004, 2006; Ryan et al., 2005), was also used in the present study and, specifically, the 2 × 2 framework was adopted as the most…”
Step Tutor: Supporting Students through Step-by-Step Example-Based Feedback (2020, background): “One concern instructorsmay have is that of “AssistanceDilemma” [30] - Step Tutor may give away too much information, allowing students to progress, but without understanding how, as in expedient help-seeking or help-abuse, problems commonly seen among students’ interactions with next-step hints [3, ”
The Strength of the Relation Between Performance-Approach and Performance-Avoidance Goal Orientations: Theoretical, Methodological, and Instructional Implications (2012, background): “…between performance-avoidance goals and interest decreased when all of the items adaptive outcomes such as avoidance or perceived threat of help seeking (Karabenick, 2004; S. Skaalvik & Skaalvik, 2005), test anxiety (Linnenbrink, 2005; E. Skaalvik, 1997), and cheating (Tas & Tekkaya, 2010).”
Modeling latent true scores to determine the utility of aggregate student perceptions as classroom indicators in HLM: The case of classroom goal structures (2007, background): “Nine studies have explicitly attempted to tease out the influence of goals structures from those of individual raters using HLM analyses (Anderman et al., 2001; Anderman & Young, 1994; Kaplan, Gheen, & Midgley, 2002; Karabenick, 2004; Ryan, Gheen, & Midgley, 1998; Turner et al., 2002; Urdan, 2004; U”