University of Oxford, Oxford, UK.
Br J Educ Psychol. 2023 Mar;93(1):33-55. doi: 10.1111/bjep.12538. Epub 2022 Sep 7.
Help-seeking research has traditionally inferred behavioural responses to the need for help from post-hoc reflections and experiments outside of the classroom context.
We aimed to gain an ecologically valid understanding of the help-seeking process by examining the association between pupils' task-specific perceptions and their help-seeking interactions with teachers and peers during lessons.
Participants were 290 pupils in Years 4-6 (aged 8.22-11.48) and 12 teachers in 12 classrooms in three schools across two local authorities in South East England, UK.
The microlongitudinal data consisted of 6,592 task-specific reports. Pupils reported on their task understanding and need for help and their help-seeking (teacher and peer) and help-giving behaviours at the end of each lesson. On average, pupils completed 25.44 reports across 14.64 lessons, 13 school subjects and 4.80 days. Teachers reported on pupils' academic performance. Data were analysed using two-level logistic and multinomial logistic regressions.
Task-specific understanding and need for help were associated with help-seeking and help-giving behaviour during lessons. Understanding was associated also with the type of help sought and given among classmates and appeared to influence whether pupils were help-seekers or help-givers during peer interactions. There was an apparent reciprocity in peer help-seeking interactions, occurring namely among girls and higher performers. Overall, girls were more likely than boys to seek and give help across tasks. Pupils for whom English was an additional language were less likely than classmates to seek help when they needed it. The study (1) sheds new light on the dynamics of everyday help-seeking interactions in the classroom, (2) provides a conceptual framework for researchers interested in reciprocal processes of social interaction in self-regulated learning, and (3) highlights groups who might benefit from intervention.
传统上，帮助寻求研究是通过课堂情境之外的事后反思和实验来推断对帮助需求的行为反应。
我们旨在通过检查学生在课堂上与教师和同伴互动时的特定任务感知与其帮助寻求之间的关联，来获得对帮助寻求过程的生态有效性理解。
参与者是来自英国东南部两个地方当局的三所学校的 12 个教室中的 290 名 4-6 年级（年龄 8.22-11.48 岁）的学生和 12 名教师。
微纵向数据由 6592 项特定任务的报告组成。学生在每节课结束时报告他们的任务理解和帮助需求，以及他们的帮助寻求（教师和同伴）和帮助给予行为。平均而言，学生在 14.64 节课中完成了 25.44 项报告，涉及 13 个学校科目和 4.80 天。教师报告了学生的学业成绩。使用两水平逻辑回归和多项逻辑回归对数据进行了分析。
特定任务的理解和帮助需求与课堂上的帮助寻求和帮助给予行为有关。理解也与同学之间寻求和给予的帮助类型有关，似乎影响了学生在同伴互动中是寻求帮助者还是帮助给予者。在同伴帮助寻求互动中存在明显的互惠性，主要发生在女孩和成绩较高的学生中。总体而言，女孩比男孩更有可能在各种任务中寻求和给予帮助。对于那些将英语作为额外语言的学生来说，当他们需要帮助时，他们比同学更不可能寻求帮助。该研究（1）为课堂上日常帮助寻求互动的动态提供了新的见解，（2）为对自我调节学习中社会互动的互惠过程感兴趣的研究人员提供了一个概念框架，（3）强调了可能受益于干预的群体。
