The Effects of Social Goals and Teacher Support on Young Adolescents’ Help-Seeking Among Peers

• In Event: Motivating Learning Settings

Abstract

Social goals and teacher support were examined in relation to young adolescents’ help-seeking among peers. Self-reports of social goals (dominance, intimacy, popularity goals), academic and social self-efficacy, teacher support, and help-seeking behaviors (avoidant, expedient, adaptive) were collected from students (N = 305, 49% girls) in the fall and spring of sixth grade. After controlling for self-efficacy in the academic and social domains, Time 1 social goals and teacher support predicted Time 2 help-seeking behaviors. Dominance and popularity goals were associated with maladaptive help-seeking (high expedient help-seeking, low adaptive help-seeking) while intimacy goals were associated with desirable help-seeking (low expedient help-seeking, high adaptive help-seeking). Teacher support was associated with desirable help-seeking behavior (low help avoidance and expedient help-seeking, high adaptive help-seeking).

Authors

• Sarah M. Kiefer, University of South Florida

• Sungok Serena Shim, Ball State University