2Arbreton A. Student goal orientation and help - seeking strategy use. In: Karabenick S A eel. Strategic help seeking implications for learning and teaching. Mahwah, NJ: Lawrence Erlbaum Associates, 1998.95 - 116.
3Ryan A M,Pintrich P R."Should I ask for help?' The role of motivation and attitudes in adolescents' help seeking in math class. Journal of Educational Psychology, 1997,89:329-341.
4Woters C A, Yu S L, Pintrich, P R, The relation between goal orientation and students' motivational beliefs and selfregulated learning. Learning and Individual Differences, 1996, 8:211 - 238.
5Newman R S, Schwager M T. Student perceptions and academic help - seeking. In:S chunk D H, Meece J L eds. Student perceptions in the classroom. Hillsdah, NJ:Erlbaum, 1992. 123- 146.
6Ames R. Help - seeking and achievement orientation:Perspectives from attribution theory. I.n:DePaulo B M, Nadler A,Fisher J D eds. New directions in helping: Vol. 2. Help - seeking. New York:Academic Press, 1983. 165 - 186.
7Shwalb D W, Sukemune S. Help seeking in the Japanese college Calssroom: Cultural, developmental and social- psychological influences. In:Karabenick S A ed. Strategic help seeking implications for learning and teaching. Mshwsh, NJ: Lawrence Erlbaum Associates, 1998. 141 - 170.
8Marsh W H, Balla J R, Hau K T. An evaluation of incremental fit indices:A clarification of mathematical and empirical properties. In:Marcoulides G A, Schumacker R E eds. Advaeed structural epuation modeling: Issues and Techniques. Mahwah,NJ: Lawrence Erlbaum Associates, 1996.315 - 353.
9Pedgazur E J. Multiple regression in behavioral researeh:Explanation and prediction. 3rd ed. New York: Harcourt Brace College Publishers, 1997.560 - 627.
10Butler R. Determinants of help seeking: Relations between percieved reasons for classroom gelp - avoidance and helpseeking behaviors in an experimental context. Journal of Educational Psychology, 1998, 87:261 - 271.
2Nelson-- Le Gall S. Help-- seeking behavior in learning [A]. In : Gor-don E W ed. Review of research in education. Washington, DC.- American Educational Research Association, 1985,12 : 290- 311.
