| Title |
Transactional Relations between Motivational Beliefs and Help Seeking from Teachers and Peers across Adolescence
|
|---|---|
| Published in |
Journal of Youth and Adolescence, December 2016
|
| DOI | 10.1007/s10964-016-0623-y |
| Pubmed ID | |
| Authors |
Jamie Amemiya, Ming-Te Wang |
| Abstract |
Adolescents often avoid seeking academic help when needed, making it important to understand the motivational processes that support help seeking behavior. Using expectancy-value theory as a framework, this study examined transactional relations between motivational beliefs (i.e., academic self-concept or academic importance) and seeking help from teachers and peers across adolescence (i.e., from approximately age 12 to 17 years). Data were collected from 1479 adolescents (49% female; 61.9% African American, 31.2% European American, 6.9% other race). Analyses were conducted with cross-lagged panel models using three waves of data from seventh, ninth, and eleventh grade. Results indicated that both academic self-concept and academic importance were associated with increases in teacher help seeking in earlier adolescence, but were associated only with increases in peer help seeking in later adolescence. Help-seeking behavior positively influenced motivational beliefs, with teacher help seeking increasing academic self-concept earlier in adolescence and peer help seeking increasing academic importance later in adolescence. These transactional relations differed by adolescents' prior achievement and racial background, but not by adolescents' gender. |
X Demographics
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Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 1 | 100% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 1 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 67 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| Unknown | 67 | 100% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 14 | 21% |
| Student > Master | 11 | 16% |
| Student > Doctoral Student | 6 | 9% |
| Student > Bachelor | 5 | 7% |
| Researcher | 4 | 6% |
| Other | 10 | 15% |
| Unknown | 17 | 25% |
| Readers by discipline | Count | As % |
|---|---|---|
| Social Sciences | 17 | 25% |
| Psychology | 15 | 22% |
| Arts and Humanities | 4 | 6% |
| Nursing and Health Professions | 2 | 3% |
| Unspecified | 2 | 3% |
| Other | 6 | 9% |
| Unknown | 21 | 31% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 10 December 2016.
All research outputs
#21,415,544
of 23,906,448 outputs
Outputs from Journal of Youth and Adolescence
#1,697
of 1,813 outputs
Outputs of similar age
#360,714
of 425,690 outputs
Outputs of similar age from Journal of Youth and Adolescence
#25
of 29 outputs
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