Relationships Between Help-Seeking Determinants and Help-Seeking Behaviors Online

• In Event: Self-Regulated Learning Behaviors and Learning

Abstract

The aim of this study was to examine the relationship between classroom help-seeking determinants (e.g., achievement goals) and help-seeking behaviors online (e.g, hint use percentage). Participants (N = 408) responded to a survey and solved math problems on the website ASSISTments. Help-seeking behaviors and math prior knowledge scores were extracted from log file data shared by ASSISTments. Five hierarchical regression analyses were conducted. Results suggested that math prior knowledge was a positive predictor of help-seeking latency and a negative predictor of seeking help after making an error. Prior knowledge was a negative predictor whereas self-esteem was a positive predictor of hint use percentage. Finally, an interaction effect of self-efficacy on prior knowledge and feedback level frequency was found.

Authors

• Rinat Levy Cohen, Fairfield College Preparatory School
  Presenting Author

• Akane Zusho, Fordham University
  Presenting Author