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

Awang Hashim, Rosna (2004) Interplay of ESL Students' Goal Orientations, Self-Beliefs, and Attitudinal Factors in Academic Help-Seeking Behaviors. Pertanika Journal of Social Sciences & Humanities, 12 (1). pp. 21-29. ISSN 0128-7702

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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.

Item Type:Article
Keyword:Academic help-seeking, goal orientations, social competence, cognitive competence
Publisher:Universiti Putra Malaysia Press
ID Code:3450
Deposited By: Nur Izyan Mohd Zaki
Deposited On:26 Nov 2009 03:18
Last Modified:27 May 2013 07:08

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