Instructional Quality and Academic Help-Seeking: Do CLASS Codes Predict Growth?

• In Event: AERA Roundtable Session Sunday 1:45 pm - Gold 4
  In Roundtable Session: Igniting Motivation: Complementary Perspectives on Motivating Climates and Socializers

Abstract

Although academic help-seeking is a well-studied learning strategy, little is known about how teachers can structure classroom practices to promote growth in children’s willingness to seek help when needed. To address this gap, we conducted a secondary analysis of teacher observation and student questionnaire data from the National Center for Teaching Effectiveness (NCTE) to identify which teacher practices (e.g., behavior management) predicted changes in students’ help-seeking intentions across one year. Results indicated that students became more willing to seek help when they were taught by sensitive teachers (i.e., those who are responsive to the needs of students and the class). These findings offer insights into how the motivational dynamics of help-seeking can be linked to everyday classroom interactions.

Authors

• Amos Jeng, University of Michigan

• Kai S. Cortina, University of Michigan