Help Seeking in Academic Settings
Goals, Groups and Contexts
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Help Seeking in Academic Settings by Stuart A. Karabenick
Book DescriptionBuilding 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.
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Book DetailsISBN: 9780805852196
(229mm x 152mm x mm)
Imprint: Lawrence Erlbaum Associates Inc
Publisher: Lawrence Erlbaum Associates Inc
Publish Date: 14-Apr-2006
Country of Publication: United States
Books By Author Stuart A. Karabenick
Strategic Help Seeking, Paperback (September 1998)» View all books by Stuart A. Karabenick
This text examines help-seeking from a theoretical perspective. It covers: how learners' achievment and social goals affect classroom help-seeking; cross-cultural comparisons of help-seeking; asking questions; and th impact of information and communication technology on help-seeking.
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