Increasing Students' Willingness to Seek Out Help
This thesis reflects a study focused on students’ willingness to seek out help when they are struggling. Drawing upon classroom observations, student surveys, student interviews, and teacher interviews in a fourth-grade classroom in Southern California, the findings suggest that students do not seek out help because they want to fit in with their peers. In addition, it shows that extrinsic motivations increase students’ willingness to seek out expedient help, and the perceptions of the one giving help influences students’ willingness to seek help. Implications include lowering the risk factor for peer judgments by creating private opportunities to seek help, putting less of a focus on grades which allows students to seek out adaptive help rather than expedient help, creating relationships with students that encourage help-seeking, and being cognizant of how busy you are appearing to students.