Abstract
The main purpose of the present study was to investigate the effect of strategies for checking failures in problem solving on question-generating and academic help-seeking, after evaluating the adequacy of intervention with the strategies. An exploratory study showed that high school students perceived a need for help-seeking to check their failures in mathematics. Structural equation modeling (SEM) with the results from Study 1 (participants: 313 high school juniors) revealed that having a learning goal influenced help-seeking indirectly via the use of checking strategies. Based on those results, Study 2 examined the effects of strategy training. High school students (73 juniors) participated in the experiment. The results showed that high achievers in mathematics generated more questions than low achievers did. However, both high and low achieving students generated fewer general questions and more task-related questions. These results suggest that strategy training improves the quality of questions generated, regardless of differences in students' achievement in mathematics.
