Abstract
This study examined how goal orientations influenced academic help-seeking and peer modeling through intrinsic interest in elementary and junior high school students. Participants were 438 elementary school students and 654 junior high school students. Structural equation modeling revealed that mastery goal orientation influenced dependent help-seeking through intrinsic interest in elementary and junior high school students. In elementary school students, the effect of mastery goal orientation on peer modeling was partly mediated by intrinsic interest. The effect of performance-avoidance goals on peer modeling was stronger in junior high school students than in elementary school students. The roles of goal orientations in peer learning in elementary and junior school students are discussed.
