Understanding the relations between the social climate and help seeking in secondary mathematics classes
thesisposted on 20.11.2020, 01:41 by ROY THOMAS SMALLEY
This study examined the relations between students’ perceptions of the social climate of the secondary mathematics classroom and their help-seeking goals and intentions, in an effort to understand the factors that promote and hinder academic help-seeking. Help-seeking is an important self-regulated behaviour, enabling students to deal with academic challenge and consolidate their understanding in the mathematics classroom. The findings highlight the importance of integrating student-centred learning approaches in the traditional task-oriented secondary mathematics classroom. The use of cooperative learning approaches directly promoted students’ instrumental help-seeking, and indirectly reduced their help-seeking avoidance by supporting their social self-efficacy with peers.