Differential Profiles of Students Identified by Their Teacher as Having Avoidant, Appropriate, or Dependent Help-Seeking Tendencies in the Classroom.

By Allison M. Ryan, H. Patrick, S. Shim. 2005

225 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d6998a6f6f27d140ea44013986a373239b524c76

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

Brief Research Report: Sense of Belonging and Academic Help-Seeking as Self-Regulated Learning (2019, background): “For instance, adolescents’ perceptions of teacher support and a positive peer climate were associated positively with adaptive help-seeking but negatively with expedient help-seeking (e.g., Ryan et al., 2005; Ryan & Shim, 2012; Shim et al., 2013).”
Help-seeking tendencies during early adolescence: An examination of motivational correlates and consequences for achievement (2011, background): “Prior research has found the adaptive, avoidant and dependent categories to capture the key differences in help-seeking behaviors that teachers observe among students (Ryan et al., 2005).”
Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents (2018, methodology): “Positive outcomes including instrumental help-seeking beliefs and intentions have been consistently associated with mastery goal orientation in both adolescent and college students (e.g. Bong, 2009; Butler, 1998; Butler & Neuman, 1995; Gonida et al., 2014; Karabenick, 2003, 2004; Newman, 1990, 1998;”
Social-emotional competencies make the grade: Predicting academic success in early adolescence☆ (2014, background): “It is possible that students' goals and intentions to be socially responsible only partially translate into actual behaviors, and that social responsibility goals are therefore an overall weaker predictor formath achievement than teacher-rated social–emotional skills which presents an aggregation of”
Parental behaviors and adolescents' achievement goals at the beginning of middle school: Emotional problems as potential mediators. (2010, background): “Also, the presence of involved parents appears to be related to achievement goals centered on mastery, which are known to be associated with a high level of academic functioning (e.g., Church et al., 2001; Kaplan & Maehr, 1999; Poulin et al., in press; Ryan et al., 2005; Shim et al., 2008).”
Understanding and facilitating self‐regulated help seeking (2011, background): “Ryan, Patrick, and Shim (2005) proposed that help seeking can be characterized as appropriate, dependent, or avoidant.”
The role of self-regulated learning in students' success in flipped undergraduate math courses (2018, background): “…social interpersonal reasons have been identified to explain students' unwillingness to seek help, even when they know it is needed, including efficacy beliefs about their math learning abilities and perceived relationships with teachers and peers (e.g., Ryan et al., 2005; Ryan & Pintrich, 1997).”