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THE INFLUENCE OF SELF-EFFICACY, TASK VALUE, AND GOAL ORIENTATION ON HELP-SEEKING AND ACADEMIC PERFORMANCE
Corresponding Author(s) : Di Xuan
Humanities & Social Sciences Reviews,
Vol. 8 No. 2 (2020): March
Abstract
Purpose of the study: This study aimed to investigate the influence of task-value, goal orientation and self-efficacy on the help-seeking of the students, and thereafter on the academic performance.
Methodology: To carry out research findings, a quantitative survey was applied by employing a self-regulated online learning questionnaire (SOL-Q), and a Motivated Strategies for Learning Questionnaire (MSLQ).A total of 317 university Arabic learners participated in the present study. Analysis of data used SPSS version 22 software. Both descriptive and inferential statistics were used to analyse the data and to examine the relationship among learners’ help-seeking, motivation, and learners’ GPA.
Main Findings: The results of the present study provide support to the motivational beliefs (SE and TV) predict help-seeking, and students who endorsed high self-efficacy are more likely seeking help from others, and achieve high performance as well.
Applications of this study: This study will enable faculty management, instructors, and students to better understand the essential role of help-seeking and motivational factors in Arabic language learning.
Novelty/Originality of this study: The case of Self-Efficacy, Task Value, Goal Orientation, Help-Seeking, and Academic Performance were widely explained by the number of researchers. But there is no recent publication that has explained the influence of Self-Efficacy, Task Value, and Goal Orientation on Help-Seeking within the Arabic learning context.
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- Bandura, A. (1986). Fearful expectations and avoidant actions as coeffects of perceived self-inefficacy. American Psychologist, 41(12), 1389–1391. https://doi.org/10.1037/0003-066X.41.12.1389 DOI: https://doi.org/10.1037/0003-066X.41.12.1389
- Black, S., & Allen, J. D. (2019). Part 8: Academic Help-Seeking. The Reference Librarian, 60(1), 62-76. https://doi.org/10.1080/02763877.2018.1533910 DOI: https://doi.org/10.1080/02763877.2018.1533910
- Chua, Y. P. (2013). Mastering research statistics: McGraw-Hill Education.
- Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual review of applied linguistics, 21, 43-59. https://doi.org/10.1017/S0267190501000034 DOI: https://doi.org/10.1017/S0267190501000034
- Dörnyei, Z., &Ushioda, E. (2011). Teaching and researching motivation. Harlow, England: New York, Longman.
- Jansen, R. S., Van Leeuwen, A., Janssen, J., Kester, L., &Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. Journal of computing in higher education, 29(1), 6-27. https://doi.org/10.1007/978-3-319-98572-5_9 DOI: https://doi.org/10.1007/978-3-319-98572-5_9
- Karabenick, S. A. (2004). Perceived Achievement Goal Structure and College Student Help-Seeking. Journal of Educational Psychology, 96(3), 569–581. https://doi.org/10.1037/0022-0663.96.3.569 DOI: https://doi.org/10.1037/0022-0663.96.3.569
- Karabenick, S. A., & Berger, J.-L. (2013). Help-seeking as a self-regulated learning strategy. In H. Bembenutty, T. J. Cleary, & A. Kitsantas (Eds.), Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman (p. 237–261). IAP Information Age Publishing.
- Karabenick, S. A., &Dembo, M. H. (2011). Understanding and facilitating selfâ€regulated help-seeking. New directions for teaching and learning, 2011(126), 33-43. https://doi.org/10.1002/tl.442 DOI: https://doi.org/10.1002/tl.442
- Karabenick, S. A., & Newman, R. S. (2009). Seeking help: Generalizable self-regulatory process and social-cultural barometer. In M. Wosnitza, S. A. Karabenick, A. Efklides, & P. Nenniger (Eds.), Contemporary motivation research: From global to local perspectives (p. 25–48). Hogrefe& Huber Publishers.
- Newman, R. S. (1990). Children's help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82(1), 71–80. https://doi.org/10.1037/0022-0663.82.1.71 DOI: https://doi.org/10.1037/0022-0663.82.1.71
- Newman, R. S. (2000). Social influences on the development of children's adaptive help-seeking: The role of parents, teachers, and peers. Developmental Review, 20(3), 350-404. https://doi.org/10.1006/drev.1999.0502 DOI: https://doi.org/10.1006/drev.1999.0502
- Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2003). Why are you learning a second language? Motivational orientations and selfâ€determination theory. Language learning, 53(S1), 33-64. https://doi.org/10.1111/1467-9922.53223 DOI: https://doi.org/10.1111/1467-9922.53223
- Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning Handbook of self-regulation (pp. 451-502): Elsevier.https://doi.org/10.1016/B978-012109890-2/50043-3 DOI: https://doi.org/10.1016/B978-012109890-2/50043-3
- Pintrich, P. R., & De Groot, E. V. (1990). Motivated Strategies for Learning Questionnaire. PsycTESTS Dataset. doi:10.1037/t09161-000 DOI: https://doi.org/10.1037/t09161-000
- Ryan, A. M., Gheen, M. H., &Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90(3), 528 535. https://doi.org/10.1037/0022-0663.90.3.528 DOI: https://doi.org/10.1037/0022-0663.90.3.528
- Ryan, A. M., Hicks, L., &Midgley, C. (1997). Social goals, academic goals, and avoiding seeking help in the classroom. The Journal of Early Adolescence, 17(2), 152-171. https://doi.org/10.1177/0272431697017002003 DOI: https://doi.org/10.1177/0272431697017002003
- Ryan, A. M., &Pintrich, P. R. (1997). "Should I ask for help?" The role of motivation and attitudes in adolescents' help-seeking in math class. Journal of Educational Psychology, 89(2), 329–341. https://doi.org/10.1037/0022-0663.89.2.329 DOI: https://doi.org/10.1037/0022-0663.89.2.329
- Ryan, A.M., Pintrich, P.R. &Midgley, C. (2001). Avoiding Seeking Help in the Classroom: Who and Why?. Educational Psychology Review 13, 93–114. https://doi.org/10.1023/A:1009013420053 DOI: https://doi.org/10.1023/A:1009013420053
- Schunk, D. H., &Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions Handbook of self-regulation (pp. 631-649): Elsevier.https://doi.org/10.1016/B978-012109890-2/50048-2 DOI: https://doi.org/10.1016/B978-012109890-2/50048-2
- Taplin, M., Yum, J. C., Jegede, O., Fan, R. Y., & Chan, M. S. C. (2001). Help-seeking strategies used by high-achieving and low-achieving distance education students. Journal of Distance Education, 16(1), 56-69.
- Villavicencio, F. T. (2011). Influence of self-efficacy and help-seeking on task value and academic achievement. Philippine Journal of Psychology, 44(2), 1-1.
- Williams, J. D., &Takaku, S. (2011). Help-seeking, self-efficacy, and writing performance among college students. Journal of writing research, 3(1), 1-18. doi: 10.17239/jowr-2011.03.01.1 DOI: https://doi.org/10.17239/jowr-2011.03.01.1
- Xuan, D., Ismail, W., Zailaini, M., &Hussin, Z. (2014). Achievement Motivation Across Gender and Academic Level of Students at the Islamic Institute of Education in China. OIDA International Journal of Sustainable Development, 7(12), 83-94.
- Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and prospects. American educational research journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909 DOI: https://doi.org/10.3102/0002831207312909
- Zimmerman, B. J., &Campillo, M. (2003). Motivating self-regulated problem-solvers. The psychology of problem-solving, 233262. https://doi.org/10.1017/CBO9780511615771.009 DOI: https://doi.org/10.1017/CBO9780511615771.009
References
Bandura, A. (1986). Fearful expectations and avoidant actions as coeffects of perceived self-inefficacy. American Psychologist, 41(12), 1389–1391. https://doi.org/10.1037/0003-066X.41.12.1389 DOI: https://doi.org/10.1037/0003-066X.41.12.1389
Black, S., & Allen, J. D. (2019). Part 8: Academic Help-Seeking. The Reference Librarian, 60(1), 62-76. https://doi.org/10.1080/02763877.2018.1533910 DOI: https://doi.org/10.1080/02763877.2018.1533910
Chua, Y. P. (2013). Mastering research statistics: McGraw-Hill Education.
Dörnyei, Z. (2001). New themes and approaches in second language motivation research. Annual review of applied linguistics, 21, 43-59. https://doi.org/10.1017/S0267190501000034 DOI: https://doi.org/10.1017/S0267190501000034
Dörnyei, Z., &Ushioda, E. (2011). Teaching and researching motivation. Harlow, England: New York, Longman.
Jansen, R. S., Van Leeuwen, A., Janssen, J., Kester, L., &Kalz, M. (2017). Validation of the self-regulated online learning questionnaire. Journal of computing in higher education, 29(1), 6-27. https://doi.org/10.1007/978-3-319-98572-5_9 DOI: https://doi.org/10.1007/978-3-319-98572-5_9
Karabenick, S. A. (2004). Perceived Achievement Goal Structure and College Student Help-Seeking. Journal of Educational Psychology, 96(3), 569–581. https://doi.org/10.1037/0022-0663.96.3.569 DOI: https://doi.org/10.1037/0022-0663.96.3.569
Karabenick, S. A., & Berger, J.-L. (2013). Help-seeking as a self-regulated learning strategy. In H. Bembenutty, T. J. Cleary, & A. Kitsantas (Eds.), Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman (p. 237–261). IAP Information Age Publishing.
Karabenick, S. A., &Dembo, M. H. (2011). Understanding and facilitating selfâ€regulated help-seeking. New directions for teaching and learning, 2011(126), 33-43. https://doi.org/10.1002/tl.442 DOI: https://doi.org/10.1002/tl.442
Karabenick, S. A., & Newman, R. S. (2009). Seeking help: Generalizable self-regulatory process and social-cultural barometer. In M. Wosnitza, S. A. Karabenick, A. Efklides, & P. Nenniger (Eds.), Contemporary motivation research: From global to local perspectives (p. 25–48). Hogrefe& Huber Publishers.
Newman, R. S. (1990). Children's help-seeking in the classroom: The role of motivational factors and attitudes. Journal of Educational Psychology, 82(1), 71–80. https://doi.org/10.1037/0022-0663.82.1.71 DOI: https://doi.org/10.1037/0022-0663.82.1.71
Newman, R. S. (2000). Social influences on the development of children's adaptive help-seeking: The role of parents, teachers, and peers. Developmental Review, 20(3), 350-404. https://doi.org/10.1006/drev.1999.0502 DOI: https://doi.org/10.1006/drev.1999.0502
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2003). Why are you learning a second language? Motivational orientations and selfâ€determination theory. Language learning, 53(S1), 33-64. https://doi.org/10.1111/1467-9922.53223 DOI: https://doi.org/10.1111/1467-9922.53223
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning Handbook of self-regulation (pp. 451-502): Elsevier.https://doi.org/10.1016/B978-012109890-2/50043-3 DOI: https://doi.org/10.1016/B978-012109890-2/50043-3
Pintrich, P. R., & De Groot, E. V. (1990). Motivated Strategies for Learning Questionnaire. PsycTESTS Dataset. doi:10.1037/t09161-000 DOI: https://doi.org/10.1037/t09161-000
Ryan, A. M., Gheen, M. H., &Midgley, C. (1998). Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social-emotional role, and the classroom goal structure. Journal of Educational Psychology, 90(3), 528 535. https://doi.org/10.1037/0022-0663.90.3.528 DOI: https://doi.org/10.1037/0022-0663.90.3.528
Ryan, A. M., Hicks, L., &Midgley, C. (1997). Social goals, academic goals, and avoiding seeking help in the classroom. The Journal of Early Adolescence, 17(2), 152-171. https://doi.org/10.1177/0272431697017002003 DOI: https://doi.org/10.1177/0272431697017002003
Ryan, A. M., &Pintrich, P. R. (1997). "Should I ask for help?" The role of motivation and attitudes in adolescents' help-seeking in math class. Journal of Educational Psychology, 89(2), 329–341. https://doi.org/10.1037/0022-0663.89.2.329 DOI: https://doi.org/10.1037/0022-0663.89.2.329
Ryan, A.M., Pintrich, P.R. &Midgley, C. (2001). Avoiding Seeking Help in the Classroom: Who and Why?. Educational Psychology Review 13, 93–114. https://doi.org/10.1023/A:1009013420053 DOI: https://doi.org/10.1023/A:1009013420053
Schunk, D. H., &Ertmer, P. A. (2000). Self-regulation and academic learning: Self-efficacy enhancing interventions Handbook of self-regulation (pp. 631-649): Elsevier.https://doi.org/10.1016/B978-012109890-2/50048-2 DOI: https://doi.org/10.1016/B978-012109890-2/50048-2
Taplin, M., Yum, J. C., Jegede, O., Fan, R. Y., & Chan, M. S. C. (2001). Help-seeking strategies used by high-achieving and low-achieving distance education students. Journal of Distance Education, 16(1), 56-69.
Villavicencio, F. T. (2011). Influence of self-efficacy and help-seeking on task value and academic achievement. Philippine Journal of Psychology, 44(2), 1-1.
Williams, J. D., &Takaku, S. (2011). Help-seeking, self-efficacy, and writing performance among college students. Journal of writing research, 3(1), 1-18. doi: 10.17239/jowr-2011.03.01.1 DOI: https://doi.org/10.17239/jowr-2011.03.01.1
Xuan, D., Ismail, W., Zailaini, M., &Hussin, Z. (2014). Achievement Motivation Across Gender and Academic Level of Students at the Islamic Institute of Education in China. OIDA International Journal of Sustainable Development, 7(12), 83-94.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and prospects. American educational research journal, 45(1), 166-183. https://doi.org/10.3102/0002831207312909 DOI: https://doi.org/10.3102/0002831207312909
Zimmerman, B. J., &Campillo, M. (2003). Motivating self-regulated problem-solvers. The psychology of problem-solving, 233262. https://doi.org/10.1017/CBO9780511615771.009 DOI: https://doi.org/10.1017/CBO9780511615771.009