Help Seeking in Academic Settings : Goals, Groups, and Contexts

Building on Karabenick's earlier volume on this topic and maintaining its high standards of scholarship and intellectual rigor,Help Seeking in Academic Settings: Goals, Groups, and Contextsbrings together contemporary work that is theoretically as well as practically important. It highlights current trends in the area and gives expanded attention to applications to teaching and learning. The contributors represent an internationally recognized group of scholars and researchers who provide depth of analysis and breadth of coverage. Help seeking is currently considered an important learning strategy that is linked to students' achievement goals and academic performance. This volume not only provides answers to who, why, and when learners seek help, but raises questions for readers to consider for future research. Chapters examine: *help seeking as a self-regulated learning strategy and its relationship to achievement goal theory; *help seeking in collaborative groups; *culture and help seeking in K-12 and college contexts; *help seeking and academic support services (such as academic advising centers); *help seeking in computer-based interactive learning environments; *help seeking in response to peer harassment at school; and *help seeking in non-academic settings such as the workplace. This book is intended for researchers, academic support personnel,and graduate students across the field of educational psychology, particularly those interested in student motivation and self-regulation.

Stuart Karabenick is a Research Scientist in the School of Education at the University of Michigan and Professor of Psychology at Eastern Michigan University. His research interests include social and cultural influences on learning and motivation, self-regulated learning, personal epistemology, achievement goal theory, and academic delay of gratification. Karabenick currently directs the Math and Science Partnership–Motivation Assessment Program at the University of Michigan and is an Associate Editor of Learning and Instruction, and co-editor of the Advances in Motivation and Achievement series.