心理学評論
Online ISSN : 2433-4650
Print ISSN : 0386-1058
特集: 助け合いの諸相と陥穽(2)
学業的・社会的領域の目標と学業的援助要請に関する包括的レビュー:援助を求めることは常に最善か?
中谷 素之岡田 涼
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2020 年 63 巻 4 号 p. 457-476

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Academic help-seeking is a unique social and learning strategy for self-regulated learning. In this article, we focus on how students’ academic and social goals affect academic help-seeking in classrooms. A meta-analysis of academic achievement goals found that students’ academic mastery goal and classroom mastery goal structure have a positive effect on adaptive help-seeking, and a negative effect on the avoidance of help-seeking. In addition, a narrative review of research on social domain goals found that students’ social developmental goals have a positive effect on their adaptive help-seeking. However, social presentation goals affected students’ dependent help-seeking. The importance of mastery goals in the academic and social domains is discussed with respect to enhancing students’ adaptive help-seeking, which promotes academic success.

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