Determinants of help seeking: Relations between perceived reasons for classroom help-avoidance and help-seeking behaviors in an experimental context

It was predicted that orientations to help-avoidance (HA) would predict sty les of help seeking (HS). In Study 1, a total of 1,029 pupils aged 10-12 ye ars rated reasons for HA in math class. Ratings formed 3 factors reflecting autonomous strivings for independent mastery, ability-focused concerns to mask poor ability, and expedient perceptions that help would not expedite t ask completion. In Study 2, a total of 272 pupils who had endorsed one or a nother IIA orientation could request help for math problems. An autonomous orientation was associated with autonomous HS, which promoted independent m astery, and an expedient orientation with executive HS, which expedited tas k completion. Pupils, especially boys, with an ability-focused orientation exhibited avoidant-covert HS: they requested least help and were most likel y to cheat. HS was moderated by perceived threat to competence (ability-foc used orientation) but not by perceived competence.