The Relation between Help-Giving, Help-Seeking in Academics and Learning Strategies in High School Students

Abstract

The present research examined the effects of help-giving and help-seeking in academics on self-perception of academic performance, competence and learning strategies in high school learning activities. The participants were 226 high school students. The results of the scale and the analysis showed that the academic help-giving was related to organization strategies, elaboration strategies, metacognitive strategies, competence and self-perception of academic performance and the academic help-seeking was related to organization strategies, elaboration strategies and metacognitive strategies even without the academic help-giving. In addition, the cluster analysis showed two groups: one group with high adaptive help-giving and high adaptive help-seeking and the other group with low adaptive help-giving and low adaptive help-seeking. The result also indicated that the group with high adaptive help-giving and high adaptive help-seeking tended to use more organization strategies, elaboration strategies, metacognitive strategies and showed higher competence and self-perception of academic performance.