نقش باورهاي انگيزيشي در رفتار كمك طلبي و پيشرفت تحصيلي دانش آموزان

THE ROLE OF MOTIVATIONAL BELIEFS IN HELP-SEEKING BEHAVIOR AND ACADEMIC ACHIEVEMENT

This study investigates the influence of the motivational beliefs on help-seeking and academic achievement. Two hundred boy students in grade 9 were randomely selected and participated in the study. The motivational beliefs (Task focused goals, extrinsic goals, relative ability goals, Perception of cognitive competence and Perception of social competence) were measured by a developed questionnaire as well as the Harterʹs Perceived Competence Scale. The help-seeking behavior (adaptive help-seeking and avoidance of help-seeking) were measured by a developed questionnaire. Studentsʹ mean scores on their exams were taken as the measure of the studentsʹ academic achievement. Results showed that task focused goals and perception of social competence were the best predicting variables for the adaptive help-seeking behavior. Extrinsic goals was the best predicting variable for avoidance of help-seeking behavior. It was also revealed that the help-seeking behavior (adaptive help-seeking and avoidance help-seeking), predictes academic achievement. In general this study indicates the importance and effective role of the motivational-social factors in the studentʹs help-seeking and academic performance.