Effects of task and ego achievement goals on help-seeking behaviors and attitudes.

We proposed that help-seeking perceptions and behaviors will be more adaptive under salient task goals relative to ego achievement goals. A total of 159 2nd- and 6th-grade Israeli children could request help as they worked on difficult puzzles in either a task or an ego goal condition. As predicted, children were more likely to request help and to explain help avoidance as guided by strivings for independent mastery in the task-focus condition. In contrast, more children in the ego-focus condition explained help avoidance in terms of masking incapacity. Skill level moderated help seeking only in the ego-focus condition, wherein requests for help were more frequent at intermediate than at both high and low skill levels. The results clarify the role of motivational factors in promoting or undermining academic help seeking and can help resolve theoretical controversy and inconsistent empirical findings concerning the relation between competence and help seeking