Determinants of help seeking: Relations between perceived reasons for classroom help-avoidance and help-seeking behaviors in an experimental context.

It was predicted that orientations to help-avoidance (HA) would predict styles of help seeking (HS). In Study 1, a total of 1,029 pupils aged 10-12 years rated reasons for HA in math class. Ratings formed 3 factors reflecting autonomous strivings for independent mastery, ability-focused concerns to mask poor ability, and expedient perceptions that help would not expedite task completion. In Study 2, a total of 272 pupils who had endorsed one or another HA orientation could request help for math problems. An autonomous orientation was associated with autonomous HS, which promoted independent mastery, and an expedient orientation with executive HS, which expedited task completion. Pupils, especially boys, with an ability-focused orientation exhibited avoidant-covert HS: they requested least help and were most likely to cheat. HS was moderated by perceived threat to competence (ability-focused orientation) but not by perceived competence.