Motivational dynamics of children's academic help-seeking and concealment

By Gwen C. Marchand, Ellen A. Skinner. 2007

214 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ec01a5adb5fcb0cc701cfeea40fcc6f99e543fc4

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Parental Provision of Structure: Implementation and Correlates in Three Domains (2014, unknown): “Correlations of structure and autonomy support composites with outcomes across three domains Outcomes Homework and studying Unsupervised time Responsibilities Structure AS Structure AS Structure AS Perceived competence −.01 .20** .16* .07 −.01 .11 Parent perceptions of competence −.00 .24** .10 .15 ”
The role of self-regulated learning in students' success in flipped undergraduate math courses (2018, background): “For example, seeking help from teachers can promote students' motivation, learning, and achievement (Marchand & Skinner, 2007).”
Focusing the Conceptual Lens on Metacognition, Self-regulation, and Self-regulated Learning (2008, background): “…with self-regulation and self-regulated learning, this issue occurred across all three constructs: metacognition and SR (e.g., Aleven et al. 2006; Marchand and Skinner 2007), metacognition and SRL (e.g., Nietfeld et al. 2005; Vandergrift 2005), and SR and SRL (e.g., van Grinsven and Tillema…”
Personal and Social-Contextual Factors in K–12 Academic Performance: An Integrative Perspective on Student Learning (2010, background): “Emotional aspects also seem to play a role in engaging in help seeking as the constructs of relatedness, perceived competency, and emotional engagement have been associated with elementary and middle school students’ willingness to ask for help (Marchand & Skinner, 2007).”
Students’ Perceptions of Emotional and Instrumental Teacher Support: Relations with Motivational and Emotional Responses (2013, background): “Studies of belonging and relatedness also show positive associations with students’ engagement (Furrer & Skinner, 2003) and help-seeking behavior (Marchand & Skinner (2007).”
Trajectories of psychological need satisfaction from early to late adolescence as a predictor of adjustment in school (2014, background): “Data come from a large-scale longitudinal study that surveyed 1004 elementary school students from Grades 3 to 6 over a 4-year period (Marchand & Skinner, 2007).”
Developmental Dynamics of Student Engagement, Coping, and Everyday Resilience (2012, background): “Unfortunately, over the same age range that children and adolescents show declines in motivation, they also evince declines in the use of help seeking (Marchand & Skinner, 2007 ; Newman, 2002 ; Ryan, Patrick, & Shim, 2005 ) .”