Academic Help-Seeking and Help-Giving in Postsecondary Physics: The Importance of Achievement Goals and Generational Status

• In Event: Research on Self-Regulated Learning Poster Session

Abstract

Achievement goal orientations, academic help-seeking and help-giving, and course grades were assessed in undergraduate physics at a major Midwestern university (N=1271; 28.5% female, 17.3% first-generation in college). Generational status was examined as a moderator of these relations. Achievement goals predicted grades, mediated by help-seeking and help-giving behaviors. Approach-oriented goals positively predicted adaptive forms of help-giving, which in turn positively predicted grades. Generational status moderated the help refusal mediation for mastery-approach goals, as refusing to give help to peers was more deleterious to grades for first-generation students when mastery-approach oriented. Results suggest that fostering an approach-oriented community of students willing to ask for and provide productive forms of help can be beneficial to student achievement in postsecondary physics.

Authors

• Andrew Perry, The Ohio State University - Columbus

• Elise C. Allen, The Ohio State University - Columbus

• Shirley L. Yu, The Ohio State University