INSTRUMENTAL HELP-SEEKING IN THE LEARNING PROCESS: A STRATEGY OF SELF-REGULATION

Öz

Abstract Help-seeking, as an important strategy of self-regulation, entails the learner making use of his or her own social environment as a resource for overcoming any kind of difficulties that he or she may encounter in the learning process. Help-seeking has a long history of research in foreign literature, where it has been deliberated in great detail. The great significance attributed to help-seeking, which exceeds that of other self-regulation strategies, is due to its incorporation of processes that are more complex, including socially interactive processes. It is the intention within this study to come up with a description of help-seeking as a strategy of self-regulation, and to explain the process of help-seeking and the factors affecting it. Key Words: Learning, self-regulation, instrumental help-seeking

Anahtar Kelimeler

• Learning, self-regulation, instrumental help-seeking

ÖĞRENME SÜRECİNDE ETKİLİ YARDIM İSTEME: BİR ÖZ DÜZENLEME STRATEJİSİ

Öz

Öz düzenlemenin önemli bir stratejisi olan yardım isteme, öğrenenin öğrenme sürecinde karşılaştığı güçlükleri aşmak için sosyal çevreyi kaynak olarak kullanmasıdır. Yardım isteme yurtdışında uzun bir araştırma geçmişine sahiptir. Bir strateji olarak bu denli ayrıntılı ve önemle üzerinde durulmasının nedeni, diğer öz düzenleme stratejilerine göre karmaşık ve sosyal etkileşimli süreçleri içermesidir. Bu çalışmada, bir öz düzenleme stratejisi olan yardım istemenin, yardım isteme sürecinin ve bu süreci etkileyen faktörlerin betimlenmesi ve araştırma sonuçlarından yola çıkarak öğrenme sürecinde yardım istemenin öneminin tartışılması amaçlanmaktadır.

Anahtar Kelimeler

• Öğrenme, öz düzenleme, etkili yardım isteme

Kaynakça

1. Açıkgöz, K. Ü. (2011). Aktif Öğrenme. İzmir: Kanyılmaz Matbaası.
2. Arbreton, A. (1998). Student goalorientation and help-seeking strategy use. In S. A. Karabenick (Eds.), Strategic help seeking implications for learning and teaching. Mahwah, NJ: Lawrence Erlbaum.
3. Arsal, Z. (2009). Öz düzenleme öğretiminin ilköğretim öğrencilerinin matematik başarısına ve tutumuna etkisi. Eğitim ve Bilim, 34, 152.
4. Boekaerts, M. (1997). Self-regulated learning: A new concept embraced by researchers, policy makers, educators, teachers, and students. Learning and Instruction, 7, 2, 1611
5. Boekaerts, M. (1999). Self-regulated learning: where we are today. International Journal of Educational Research, 31, 445-457.
6. Butler, R. (2006). An achievement goal perspective on student help seeking and teacher help giving in the classroom: Theory, research, and educational implications. In S. A. Karabenick& R. S. Newman (Eds.), Help seeking in academic settings goals, groups and contexts.Mahwah, NJ: Lawrence Erlbaum.
7. Collins, W.,Sims, B. C. (2006). Help seeking in higher education academic support services. In S. A. Karabenick & R. S. Newman (Eds.), Help seeking in academic settings goals, groups and contexts. Mahwah, NJ: Lawrence Erlbaum.
8. Dignath, C., Buettner, G., Langfeldt, H. P. (2008). How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes. Educational Research Review, 3, 101-129.

9. Güvenç, H. (2011a). Yansıtma Materyalleriyle Desteklenen İşbirlikli Öğrenmenin Türkçe Öğretmeni Adaylarının Özdüzenlemeli Öğrenmelerine Etkileri. Eğitim ve Bilim, 36, 1
10. Güvenç, H. (2011b). Çalışma Günlüklerinin 6. Sınıf Öğrencilerinin Öz Düzenlemeli Öğrenmeleri Üzerindeki Etkileri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 41: 206-2
11. Järvelä, S. (2011). How does help seeking help?- New prospects in a variety of contexts. Learning and Instruction, 21, 297-299.
12. Kaplan, A. and Maehr, M.L., (2007). The contributions and prospects of goal orientation theory. Educ Psychol Rev. 19:141-184.
13. Karabenick, S. A., Dembo, M. H. (2011). Understanding and facilitating self-regulated help seeking. New Directions for Teaching and Learning, no. 126, Summer.
14. Karabenick, S. A. (1998). Help seeking as a strategic resource. In S. A. Karabenick (Eds.), Strategic help seeking implications for learning and teaching. Mahwah, NJ: Lawrence Erlbaum.
15. Karabenick, S. A. (2003). Seeking help in large college classes: A person-centered approach. Contemporary Educational Psychology, 28, 37-58.
16. Karabenick, S. A. (2011). Classroom and technology- supported help seeking: The need for converging research paradigms. Learning and Instruction, 21, 290-296.
17. Kempler, T. M., Linnenbrink, S. A. (2006). Helping behaviors in collaborative groups in math: A descriptive analysis. In S. A. Karabenick & R. S. Newman (Eds.), Help seeking in academic settings goals, groups and contexts. Mahwah, NJ: Lawrence Erlbaum.
18. Koç, C. (2013). Help seeking in the learning process scale (HSLPS): Validity and reliability study. İlköğretim Online, 12(3), 784-796.
19. Midgley, C., Kaplan, A., Middleton, M., andMaehr, M.L., (1998). The development and validation of scales assessing students’ achievement goal orientations. Contemporary Educational Psychology, 23, 113-131.
20. Nelson-Le Gall, S. & Jones, E. (1990). Cognitive-motivational influences on the task-related help-seeking behavior of black children. Child Development, 61, 2, Special Issue on Minority Children, 581-589.
21. Nelson-Le Gall, S. & Resnick, L. (1998). Help seeking, achievement motivation, and the social practice of intelligence in school. In S. A. Karabenick (Eds.), Strategic help seeking implications for learning and teaching. Mahwah, NJ: Lawrence Erlbaum.
22. Nelson-Le Gall, S. (1985). Help-seeking behavior in learning. Review of Research in Education, 12, 55-90.
23. Newman, R. S. (1990). Children’s help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 1, 71-80.
24. Newman, R. S. (1994). Academic help seeking: A strategy of self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Self-regulation of learning and performance. Hildsdale, New Jersey: Lawrence Erlbaum.
25. Newman, R. S. (1998). Adaptive help seeking: A role of social interaction in self-regulated learning. In S. A. Karabenick (Eds.), Strategic help seeking implications for learning and teaching. Mahwah, NJ: Lawrence Erlbaum.
26. Newman, R. S. (2002). How self-regulated learners cope with academic difficulty: The role of adaptive help seeking. Theory into Practice, 41, 2.
27. Newman, R. S. (2002).What do I need to do to succeed…When I don’t understand what I’m doing!?:Developmental ınfluences on students’ adaptive help seeking. In A. Wigfield & J. S. Eccles (Eds.), Development of achievement motivation. London: AcademicPress. Newman, R. S. (2003). When elementary school students are harassed by peers: A selfregulative perspective on help seeking. The Elementary School Journal, 103,4.
28. Newman, R. S. (2006). Students’ adaptive and nonadaptive help seeking in the classroom: Implications for the context of peer harassment. In S. A. Karabenick & R. S. Newman (Eds.), Help seeking in academic settings goals, groups and contexts. Mahwah, NJ: Lawrence Erlbaum.
29. Newman, R. S. (2012).The motivational role of adaptive help seeking in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning/Theory, research and application. New York:Routledge.
30. Nota, L., Soresi, S., Zimmerman, B. J. (2004). Self-regulation and academic achievement and resilience: A longitudinal study. International Journal of Educational Research, 41, 198-2
31. Oortwijn, M. B., Boekaerts, M., Vedder, P., Strijbos, J. W. (2008). Helping behaviour during cooperative learning and learning gains: The role of the teacher and pupils' prior knowledge and ethnic background. Learning and Instruction, 18, 146-159.
32. Pintrich, P. R., Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In Allan Wigfield & Jacquelynne S. Eccles (Eds.), Development of achievement motivation. London: Academic Press.
33. Roussel, P., Elliot, A. J., Feltman, R. (2011). The influence of achievement goals and social goals on help-seeking from peers in an academic context. Learning and Instruction, 21, 394-40
34. Ryan, A. M., Pintrich, P. R., Midgley, C. (2001). Avoiding seeking help in the classroom: Who and why?.Educational Psychology Review, 13, 2.
35. Ryan, A. M.,Pintrich, P. R. (1997). “Should I ask for help?” the role of motivation and attitudes in adolescent’ help seeking in math class. Journal of Educational Psychology. 2, 329-341.
36. Ryan, A. M., Pintrich, P. R. (1998). Achievement and social motivational influences on help seeking in the classroom. In S. A. Karabenick (Eds.), Strategic help seeking implications for learning and teaching. Mahwah, NJ: Lawrence Erlbaum.
37. Ryan, A. M., Shin, H. (2011). Help-seeking tendencies during early adolescence: An examination of motivational correlates and consequences for achievement. Learning and Instruction, 21, 247-256.
38. Schunk, D. H. (1994). Self-regulation of self-efficacy and attributions in academic settings. InSchunk, D. H.,Zimmerman, B. J. (Eds.) Self- Regulation of Learning and Performance.Hildsdale, New Jersey: Lawrence Erlbaum.
39. Schunk, D. H. (2005). Self-regulated learning: The educational legacy of Paul R. Pintrich. Educational Psychologist , 40 (2), 85-94.
40. Schunk, D. H.,Pintrich, P. R., Meece, J. L. (2010). Motivation in Education Theory, Research, and Applications. International Edition, New Jersey: Pearson Education International. Schunk, D.H., (2009). Öğrenme teorileri eğitimsel bir bakışla. Muzaffer Şahin (Çev. Edit.). Nobel Yayıncılık
41. Skaalvik, E. M., Skaalvik, S. (2013). School goal structure: Associations with students' perceptions of their teachers as emotionally supportive, academic self concept, intrinsic motivation, effort and help seeking behavior. International Journal of Educational Research, 61, 5-14.
42. Tanaka, A.,Murakami, Y., Okuno, H. Y., Yamauchi, H. (2002). Achievement goals, attitudes toward help seeking, and help-seeking behavior in the classroom. Learning and Individual Differences, 13, 23-35.
43. Tekbıyık, A., Camadan, F., Gulay, A. (2013). Fen ve teknoloji dersinde akademik başarının yordayıcısı olarak öz düzenleyici öğrenme stratejileri. Turkish Studies, 8/3, 567-582.
44. Turan, S., Demirel, Ö. (2010). Öz-düzenleyici öğrenme becerilerinin akademik başarı ile ilişkisi: Hacettepe Üniversitesi Tıp Fakültesi örneği. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 38: 279-291.
45. Volet, S., Karabenick, S. A. (2006). Help seeking in cultural context. In In S. A. Karabenick & R. S. Newman (Eds.), Help seeking in academic settings goals, groups and contexts. Mahwah, NJ: Lawrence Erlbaum.
46. Webb, N. M., Farivar, S. H., Mastergeorge, A. M. (2002). Productive helping in cooperative groups. Theory into Practice, 41,1.
47. Webb, N. M., Mastergeorge, A. M. (2003). The development of students’ helping behavior and learning in peer-directed small groups. Cognition and Instruction, 21(4), 361-428. Winne, P. H. (1996), A metacognitive view of individual differences in self-regulated learning. Learning and Individual Differences, 8, 4, 327-353.
48. Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.
49. Zimmerman, B. J. (1994). Dimensions of academic self-regulation: A conceptual framework for education. InSchunk, D. H.,Zimmerman, B. J. (Eds.) Self- Regulation of Learning and Performance. Hildsdale, New Jersey: Lawrence Erlbaum.
50. Zimmerman, B. J.,Cleary, T. J. (2009). Motives to self-regulate learning: A social cognitive account. In K. R. Wentzel& A. Wigfield (Eds.), Handbook of motivation at school. New York: Taylor and Francis.
51. Zusho, A., Karabenick, S. A., Bonney, C. R., Sims, B. C. (2007). Contextual Determinants of Motivation and Help Seeking in theCollegeClassroom. In R.P. Perry and J. C. Smart (eds.), The Scholarship of Teaching and Learning in Higher Education: An EvidenceBased Perspective, 611-659. Springer.