摘要
本实验以初二年级学生为被试,研究了课堂情境、任务难度、学业成绩以及性别对学业求助的影响。结果表明:(1)任务关注的课堂情境比自我关注的课堂情境导致更多的求助行为,求助方式上,则倾向于工具性求助。(2)完成难度适中学习任务的学生比完成高难度学习任务的学生表现出更多的求助行为,求助方式上,则倾向于工具性求助。(3)在任何条件下,成绩好的学生都比成绩差的学生更善于作工具性求助。(4)从总体来看,初二学生的求助行为不存在性别差异,但在自我关注的课堂中,男生比女生表现出更多的回避求助。
The present study investigated effects of classroom situations and degrees of task difficulty on academic help-seeking, taking the second grade students of senior middle school as subjects. results show:(1)In task-involved classroom, there is more help-seeking than in ego-involved classroom,(especially instrument help-seeking).(2)Students who performed moderate-difficulty task are more likely to do help-seeking, especially instrument help-seeking, than those who performed high-difficulty task.(3)In each conditions, students with high academic achievement are more likely to do instrument help-seeking than students with low achievement ; (4)There is not gender differences in help-seeking of these students.
出处
《心理学探新》
CSSCI
2004年第3期45-48,共4页
Psychological Exploration
