Chen Si, Son Lisa K
Department of Psychology, The University of Hong Kong, Hong Kong, China.
Department of Psychology, Barnard College, Columbia University, New York, NY 10027, USA.
Behav Sci (Basel). 2024 Sep 12;14(9):810. doi: 10.3390/bs14090810.
Help-seeking behavior requires both components of metacognition-monitoring (being aware of the need for help) and control (initiating the help-seeking action). Difficulties in initiating help-seeking, therefore, can be indicative of a metacognitive breakdown, for instance, when a student believes that a gap in knowledge is something to hide. To explore the relationship between knowing that one needs help and actually seeking it, we examined the potential influences of impostorism, which refers to the feeling of being a "fraud", despite one's objective accomplishments. Participants were asked to solve math reasoning and verbal reasoning insight problems, while also being given a "help" button that could be pressed at any time in order to get the solution. Results showed that, overall, students were more likely to ask for help with math than verbal reasoning problems-help also correlated with boosted performance. There was also a slight indication that individuals who scored relatively high on impostorism were numerically less likely to seek help and waited longer to do so for the math problems. Our findings suggest that a fear of being exposed as an impostor may hinder one's help-seeking behaviors, especially in more challenging subjects, such as math.
寻求帮助的行为需要元认知的两个组成部分——监控（意识到需要帮助）和控制（启动寻求帮助的行动）。因此，启动寻求帮助的困难可能表明元认知出现故障，例如，当一个学生认为知识差距是需要隐瞒的事情时。为了探究知道自己需要帮助与实际寻求帮助之间的关系，我们研究了冒名顶替心态的潜在影响，冒名顶替心态是指尽管有客观成就，但仍感觉自己是个“骗子”。参与者被要求解决数学推理和语言推理洞察力问题，同时还会给他们一个“帮助”按钮，他们可以在任何时候按下该按钮以获取答案。结果表明，总体而言，学生在数学问题上比在语言推理问题上更有可能寻求帮助——寻求帮助也与成绩提高相关。还有一个细微迹象表明，冒名顶替心态得分相对较高的人在数量上寻求帮助的可能性较小，并且在解决数学问题时等待寻求帮助的时间更长。我们的研究结果表明，害怕被揭露为冒名顶替者可能会阻碍一个人的寻求帮助行为，尤其是在数学等更具挑战性的学科中。
