How Self-Regulated Learners Cope with Academic Difficulty: The Role of Adaptive Help Seeking

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Developmental Changes of Metacognitive Skill in Elementary School Children (2006, background): “They are also able to restrict their questions to what is necessary and relevant (e.g., Nelson-Le Gall, 1985; Newman, 2002; Schunk & Zimmerman, 1997), whereas low achievers with poor self-perceptions of ability and low esteem might be more reluctant to seek academic help (Newman, 2003; Ryan, Gheen, ”
Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses (2013, background): “For instance, teacher behaviors such as caring, listening and showing concern for students increase students’ tendency to seek academic help, especially in elementary and middle school classrooms (e.g., Newman, 2002, 2008; Ryan et al., 1998).”
Test-Taking Strategies of High and Low Mathematics Achievers (2006, background): “Adaptive help seeking (Newman, 2002) can prevent possible failure, maintain engagement, and lead to task success and autonomous learning.”
Toward Meta-cognitive Tutoring: A Model of Help Seeking with a Cognitive Tutor (2006, background): “In the classroom, it is considered an important self-regulatory strategy that, rather than signalling a student's dependence, can be instrumental in developing independent skill and ability (e.g., Nelson-LeGall, 1981; Newman, 1994; 2002).”