Motivation and academic help-seeking in high school computer science 指導教授： Chen, Ming-puu 報 告 者： Chen, Wan-Yi 報告日期： Cheong, Y. F., Pajares, F. & Oberman, P. S. (2004). Motivation and academic help-seeking in high school computer science. Computer Science Education, 14(1), 3-19.

2 Introduction Researchers have argued that persevering alone without success should be considered dysfunctional, whereas appealing for help, particularly of the type that would also be of service when an individual is faced with similar problems in the future, is actually an adaptive response to being blocked on a problem or task

3 Theoretical Framework (1) Help-seeking –Executive help-seeking: A request for someone else to complete a take –Instrumental help-seeking: A desire to seek only as much assistance as necessary to complete the task Other variables –Avoidance of help seeking: focuses on situations when a student requires, but does not seek-help –Perceived benefits of help-seeking: students’ beliefs of the positive ramifications of seeking help on a task

4 Theoretical Framework (2) Attempted to link these help-seeking constructs with constructs prominent in the study of academic motivation Motivation is relationship between students’ self-efficacy beliefs and their help-seeking –Vulnerability hypothesis: Low self-efficacy  unlikely to seek help –Consistency hypothesis: High self-efficacy  ask fewer questions

5 Theoretical Framework (3) Academic motivation –Self-efficacy: judgments of confidence Self-efficacy have supported both the vulnerability and the consistency hypothesis –Self-concept: an evaluative judgment of one’s self-worth or self-value Achievement goal orientations –Task goal orientation: 精熟知識和概念、尋求挑戰 –Performance-approach goal orientation: 努力、使老師 和家長滿意 –Performance-avoid goal orientation: 避免顯現自己的缺 點

6 Theoretical Framework (4) Self-regulation: the process of regulating one’s behaviors –Self-regulation academic strategies include finishing homework assignments by deadlines, effectively planning and organizing schoolwork, and taking useful class notes So, help-seeking is a self-regulatory strategy

7 Participants & Setting Participants –Participants were 314 students in grades 8-12 enrolled in elective computer science classes in 4 private and 5 public school Curriculum –Focused on computer programming and included instruction in VB, Pascal & C++ Variable definition and scales –Academic H-S, Motivation, Competence

8 Results (1)

9 Results (2)

10 Results (3) Results lent no support for the consistency hypothesis or for the vulnerability hypothesis Self-efficacy was not related to avoidance of help-seeking

11 Discussion (1) Task goal orientation was positively behaviors and perceived benefits of help- seeking and negatively associated with maladaptive behaviors Task goal orientation engage their academic work with the aim of mastering the material and ideas and seeking academic challenge Instrumental help that will enrich the experience of learning

12 Discussion (2) Self-efficacy and academic self-concept, as well as academic competence, are related to adaptive help-seeking practices but did not prove predictive in a model that included achievement goal orientation –This study were elective in nature –Students who chose to enroll in these courses were no doubt highly motivated to achieve in these classes

13 Implications & Recommendations Help students view classes as task goal orientation –Emphasizing task goals over performance goals –Minimizing competitive structures –Adopting evaluation practices consistent with task goal orientations Encourage instrumental help-seeking Instruct students in the distinction between instrumental help and executive help

14 感謝大家的聆聽 Task goal were positively associated with instrumental help- seeking and perceiving the benefits of help-seeking and negative associated with executive help-seeking; performance-avoid goals were negatively associated with instrumental help-seeking and positively associated with avoiding help-seeking