Determinants of Consulting Behavior among Junior-High School Students: A Qualitative Research with the Modified Grounded Theory Approach

Abstract

The purpose of this study was to investigate determinants of consulting behavior form junior-high school student's perspective. 20 junior-high school students participated in semi-structured interview. To analyze the data and to develop categories, the modified grounded theory approach was used. As a result, three categories were extracted: (a) expectations of outcomes, (b) consideration of a situation, (c) positive and negative outcomes. It was found that junior high school students expect various outcomes before deciding to seek help. The implications for future research and practice are discussed.