Predictors of adaptive help seeking across ninth‐grade students enrolled in Advanced Placement and International Baccalaureate courses

This study explored how adaptive help seeking was related to academic self‐efficacy, perfectionism (maladaptive and adaptive), attitudes toward help seeking (perceived benefits and perceived threats), and teacher emotional support among 311 grade 9 students in Advanced Placement and International Ba...

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Bibliographic Details
Published in:Psychology in the schools 2019-05, Vol.56 (5), p.652-669
Main Authors: Parker, Janise S., Shum, Kai Zhuang, Suldo, Shannon M., Shaunessy‐Dedrick, Elizabeth, Ferron, John, Dedrick, Robert F.
Format: Article
Language:English
Subjects:
adaptive help seeking
Advanced Placement
Advanced Placement Programs
Classrooms
Efficacy
Emotional support
Gender
Gender Differences
Grade 9
Help Seeking
Help seeking behavior
International Baccalaureate
Middle School Students
Perfectionism
Personality Traits
Predictor Variables
Self Efficacy
Social support
Supervision
Teacher Student Relationship
Teachers
Threats
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Summary:This study explored how adaptive help seeking was related to academic self‐efficacy, perfectionism (maladaptive and adaptive), attitudes toward help seeking (perceived benefits and perceived threats), and teacher emotional support among 311 grade 9 students in Advanced Placement and International Baccalaureate classes. Significant bivariate links emerged between adaptive help seeking and all six potential correlates. Regression analyses indicated that teacher emotional support, adaptive perfectionism (high personal standards), and perceived benefits were significant, positive predictors of adaptive help seeking. Gender also was a significant predictor, as boys had lower levels of adaptive help seeking compared with girls. Furthermore, gender moderated the association between perceived benefits and adaptive help‐seeking; perceived benefits were particularly highly associated with boys’ adaptive help seeking from classroom teachers. Strategies for explicating the benefits of adaptive help seeking, promoting adaptive perfectionism, and fostering teacher emotional support are provided, as well as limitations and future directions for research.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22223