Abstract
Academic help-seeking is an learning strategy which is beneficial when students solve difficult problems. The aim of this research was to examine the student's style of help seeking behavior towards both the teacher and peers in relation to the student's motivation (reason) for help seeking and the available support provided from the teacher. The participants of this research were 490 (250 boys; 240 girls) students enrolled in a Japanese junior high school. Results of this study suggested that autonomy was influential in the student's motivation for seeking help from teacher. While on the other hands, the reason for expediency influenced students in seeking help from peers. In addition, reasons for expediency indirectly influenced seeking help from teacher through the perceived teacher's permission toward academic help-seeking.
