Interplay of ESL Students' Goal Orientations, Self-Beliefs, and Attitudinal Factors in Academic Help-Seeking Behaviors

Abstract

This paper examined correlates of academic help-seeking behavior from a cognitive-motivational perspective. Briefly, the study examined motivational and attitudinal factors that help explain reported help-seeking behavior among 453 Malaysian undergraduates enrolled in an English Business Report Writing course at a university in Malaysia. The study investigated the relationships between perceptions of cognitive and social competence, goal orientations, and attitudes toward help seeking. Findings suggested that students who adopted a task-focused goal in learning sought to extend their mastery and understanding of the course, and would also seek more help whenever needed. Since task-focused students were more concerned about subject mastery, rather than being judged able by others, they would view teachers and peers as less threatening. The negative relationship between avoidance help-seeking, perceived cognitive competence and task goal orientation suggested that students who viewed themselves as less cognitively able and those who reported low task-focused goals were more inclined to avoid help-seeking in the face of difficulties. Threats from peers and teachers were more significant determinants of avoidance help-seeking behavior. These findings were discussed in relation to classroom practice.