2020 Volume 31 Issue 2 Pages 55-66
This study contributes to the literature on the relation between situational help-seeking styles and school adjustment. The aim of this study was to develop measures of how high school students seek help from peers or teachers and to investigate how these autonomous and dependent differences influence school adjustments. A questionnaire on help-seeking styles and school adjustment was completed by 453 high school students (227 males, 221 females, and 5 who did not reveal their gender) aged 15 to 18 years. Factor analysis showed that each help-seeking scale had two factors. The reliability was established by a Cronbach's alpha (α＝.65～.91), and the construct validity and content validity were established at a given level. An analysis of variance indicated that an autonomous help-seeking style was positively associated with various situations such as academics, career, etc., while a dependent help-seeking style in social relationship situations was positively associated with school adjustment. These results indicate that a dependent help-seeking style has a negative effect in academic domains but may have a positive effect in social relationship domains.
