【作者】 张玉；

【导师】 沈烈敏；

【作者基本信息】 华东师范大学 ， 发展与教育心理学， 2006， 硕士

【摘要】 作为一种自我调控的学习方式，学业求助是一种适应性的学习策略，在遇到困难时能主动寻求他人的帮助是自我调节学习者的一个重要特征。本研究以165名初二学生为研究对象，使用数学测验的方法考查了不同学绩水平被试的求助特点差异，并使用问卷法分别探查了成就目标、自尊、惧怕他人否定评价和学业自我效能的影响作用。结果显示： (1)在求助对象的选择上，无论是学业优秀组、学业一般组，还是学业不良组，当他们在遇到学业困难时，都最倾向于选择向同侪求助，而最不愿向家长求助。学业优秀组寻求有效帮助源的能力和自主学习的能力明显高于学业不良组。 (2)在求助态度的衡量上，学业优秀组和学业一般组更能知觉到求助可能给问题解决带来的益处，而学业不良组对求助益处的意识最小；对于求助代价的不同来源，不同学绩水平的被试都较多地知觉到来自同伴的自尊威胁，只有学业优秀组对来自老师的自尊威胁更为敏感。 (3)在求助方式的选择上，学业优秀组和学业一般组更倾向于采取工具性求助的方式，而学生成绩越差，越可能在有求助需要时采取执行性求助行为，但不同学绩水平的被试在回避求助的选择上并未表现出明显的差异。 (4)掌握目标定向对工具性求助具有正向预测作用；而成绩—回避目标能够对执行性求助做出可靠预测。自我效能感对执行性求助和回避求助具有负向的预测作用，惧怕他人否定评价是同学代价的预测变量，自尊对老师代价有负向的预测作用。 (5)求助态度是影响求助方式的重要变量，同时也是成就目标、自尊和自我效能感与求助方式的中介变量。 (6)在自尊心与学业求助的关系上，本研究支持“脆弱假说”。 (7)初中生的学业求助态度及方式都未表现出性别差异。更多还原

【Abstract】 Academic help seeking is considered as an important and effective strategy of self-regulating learner. To study the relation between achievement goals, self-esteem, fearing of negative evaluation, self-efficacy and academic help-seeking, 165 eighth graders were assessed. The following results were obtained:Both the high achievers and learning disabilities are prone to seek academic help among their classmates. Their parents and teachers are least they’d like to turn to seek help. High achievers are more effective in their selection of help-seeking source.High achievers are inclined to resort to instrumental help-seeking, while most learning disabilities are executive help-seekers.High achievers are more sensitive to the benefits of help-seeking, while learning disabilities are more sensitive to the costs of help-seeking, especially costs from their companions.Both academic help-seeking attitude (costs of help-seeking, benefits of help-seeking) and academic help-seeking behavior (instrumental help-seeking, executive help-seeking and avoidance of help-seeking) were significantly correlated with achievement goals, self-esteem and self-efficacy. The effects of achievement goals, self-esteem and self-efficacy on academic help-seeking behavior were mediated by academic help-seeking attitude.The results of this experiment support vulnerability hypothesis, and no gender difference was found in this experiment.更多还原