ABSTRACT

Seeking help as an important self-regulated learning strategy has been consistently associated with student motivation. Despite the extensive body of research on typically achieving students, no studies have included help seeking in the literature on talented children. The present study explored the help-seeking intentions and beliefs and achievement goal motivational profiles of academically talented adolescents (n = 207) who were identified via a special testing process organized by the Center of Talented Youth in Greece. Students were administered self-report scales measuring mastery-approach, mastery-avoidance, performance-approach and performance-avoidance goals, general intention to seek academic help, intention to seek instrumental help, avoidance of help seeking, and perceived help-seeking benefits and costs. Latent class analysis indicated four latent clusters based on the four goal orientations as indicator variables. The probabilities of seeking instrumental help and perceived help-seeking benefits were high for students in the high mastery and low performance goals profile. Students in the high performance goals profile were more likely to perceive help-seeking costs, whereas students having all goal orientations low were less likely to perceive help-seeking benefits and to seek instrumental help. Findings are discussed in light of current theory and evidence for typically achieving student motivation and help-seeking beliefs and tendencies. Implications for educational practices with talented adolescents are discussed.

摘要

寻求帮助作为一种重要的自我调节学习策略，一直与学生的动机联系在一起。尽管对通常取得成就的学生进行了广泛的研究，但没有任何研究在有关天才儿童的文献中寻求帮助。本研究探讨了希腊才华横溢的青年中心通过特殊测试过程确定的具有学术才能的青少年（n = 207）的求助意图和信念以及成就目标的动机概况。对学生进行自我报告量表，以测量精通方法，精通避免，绩效方法和绩效回避目标，寻求学术帮助的总体意愿，寻求工具帮助的意愿，避免寻求帮助的程度以及发现的寻求帮助的好处和费用。潜在类别分析基于四个目标方向将四个潜在群集作为指标变量。对于那些精通高目标和低绩效目标的学生来说，寻求工具帮助和感知帮助的可能性很高。具有较高绩效目标的学生更有可能察觉到寻求帮助的费用，而所有目标取向都较低的学生则不太可能察觉到寻求帮助的好处并寻求帮助。我们会根据当前的理论和证据对发现进行讨论，这些理论和证据通常可以实现学生的动机以及寻求帮助的信念和倾向。讨论了有才华的青少年对教育实践的影响。对于那些精通高目标和低绩效目标的学生来说，寻求工具帮助和感知帮助的可能性很高。具有较高绩效目标的学生更有可能察觉到寻求帮助的费用，而所有目标取向都较低的学生则不太可能察觉到寻求帮助的好处并寻求帮助。我们会根据当前的理论和证据对发现进行讨论，这些理论和证据通常可以实现学生的动机以及寻求帮助的信念和倾向。讨论了有才华的青少年对教育实践的影响。对于那些精通高目标和低绩效目标的学生来说，寻求工具帮助和感知帮助的可能性很高。具有较高绩效目标的学生更有可能察觉到寻求帮助的费用，而所有目标取向都较低的学生则不太可能察觉到寻求帮助的好处并寻求帮助。我们会根据当前的理论和证据对发现进行讨论，这些理论和证据通常可以实现学生的动机以及寻求帮助的信念和倾向。讨论了有才华的青少年对教育实践的影响。而所有目标取向都偏低的学生则不太会发现寻求帮助的好处和寻求工具性帮助的可能性。我们会根据当前的理论和证据对发现进行讨论，这些理论和证据通常可以实现学生的动机以及寻求帮助的信念和倾向。讨论了有才华的青少年对教育实践的影响。而所有目标取向都偏低的学生则不太会发现寻求帮助的好处和寻求工具性帮助的可能性。我们会根据当前的理论和证据对发现进行讨论，这些理论和证据通常可以实现学生的动机以及寻求帮助的信念和倾向。讨论了有才华的青少年对教育实践的影响。