Help Seeking in Academic Settings: Goals, Groups, and Contexts / Edition 1

by Stuart A. Karabenick, Richard S. Newman

Overview

Building on Karabenick’s earlier volume on this topic and maintaining its high standards of scholarship and intellectual rigor, Help Seeking in Academic Settings: Goals, Groups, and Contexts brings together contemporary work that is theoretically as well as practically important. It highlights current trends in the area and gives expanded attention to applications to teaching and learning. The contributors represent an internationally recognized group of scholars and researchers who provide depth of analysis and breadth of coverage.

Help seeking is currently considered an important learning strategy that is linked to students’ achievement goals and academic performance. This volume not only provides answers to who, why, and when learners seek help, but raises questions for readers to consider for future research. Chapters examine:
*help seeking as a self-regulated learning strategy and its relationship to achievement goal theory;
*help seeking in collaborative groups;
*culture and help seeking in K-12 and college contexts;
*help seeking and academic support services (such as academic advising centers);
*help seeking in computer-based interactive learning environments;
*help seeking in response to peer harassment at school; and
*help seeking in non-academic settings such as the workplace.

This book is intended for researchers, academic support personnel,and graduate students across the field of educational psychology, particularly those interested in student motivation and self-regulation.

Product Details

ISBN-13:	9780805852196
Publisher:	Taylor & Francis
Publication date:	03/03/2006
Pages:	340
Product dimensions:	6.12(w) x 9.19(h) x (d)

About the Author

Karabenick, Stuart A.; Newman, Richard S.

Table of Contents

Contents: W. McKeachie, Foreword. Preface. S.A. Karabenick, Introduction. R. Butler, An Achievement Goal Perspective on Student Help Seeking and Teacher Help Giving in the Classroom: Theory, Research, and Educational Implications. N.M. Webb, M. Ing, N. Kersting, K.M. Nemer, Help Seeking in Cooperative Learning Groups. T.M. Kempler, E.A. Linnenbrink, Helping Behaviors in Collaborative Groups in Math: A Descriptive Analysis. S. Volet, S.A. Karabenick, Help Seeking in Cultural Context. B.A. Sandoval, F. Lee, When Is Seeking Help Appropriate? How Norms Affect Help Seeking in Organizations. L.R. Alexitch, Help Seeking and the Role of Academic Advising in Higher Education. W. Collins, B.C. Sims, Help Seeking in Higher Education Academic Support Services. R.S. Newman, Students' Adaptive and Nonadaptive Help Seeking in the Classroom: Implications for the Context of Peer Harassment. V. Aleven, B.M. McLaren, K.R. Koedinger, Towards Computer-Based Tutoring of Help-Seeking Skills. R.S. Newman, Implications and Future Research: Where Do We Go From Here?

Editorial Reviews

"This thorough, insightful, and voluminous work is valuable for anyone interested in a crash course on help seeking, including understanding old traditions, innovative studies, and new questions. The work of Karabenick and Newman may be particularly helpful for teachers and teachers in training as well as for graduate students and educational psychologists."
—PsycCRITIQUES

"Help seeking can be a useful strategic tool of effective learners....The kind of assistance the help-seeker asks for as well as the kind of help that is given can have a good deal of impact upon the seeker’s ability to not only solve an immediate problem but also transfer that knowledge to future problem situations....The audience for this book includes both students and teachers. We need teachers to help students understand that help seeking is not a sign of weakness but rather an important learning strategy....Thinking about help seeking and help giving—becoming more aware of our own use or non-use of these universal skills—can better our lives."

—Wilbert McKeachie
From the Foreword

“... takes the research on help-seeking in new directions.”

—Judith Meece
University of North Carolina at Chapel Hill

From the Publisher