Situational help-seeking styles and evaluations of help-received.

Abstract

This study aimed to examine how high school students seek help from peers or teachers, and how these differences autonomously and dependently influence the evaluation of help. Four hundred and fifty-three 15-18 year-old high school students completed a questionnaire consisting of help-seeking styles and evaluations of help received, along with scales measuring their adjustment. Factor analysis showed that there were four factors for evaluations of help, demonstrating adequate reliability (α =.73~.87). Correlation analysis indicated that autonomous help-seeking style was positively associated with improvement of perceived problem situation in evaluations of help. In self/social relationship domains, dependent help-seeking styles were positively associated with recognition of support from others in evaluating help.