| Summary: | 碩士 === 國立東華大學 === 教育研究所 === 95 === The Study of Guiding Graduated Students of Different Multiple Goal Orientation toward Adaptive Help-Seeking with an Online Mechanism
─ An Example of the Educational Statistics Course
The purposes of this study were to construct an online mechanism which helps learners with adaptive help-seeking behavior and analyze the help-seeking behavior of learners with multiple goal orientation. At the end of this study, the researcher investigated the effects of this online mechanism on learners’ personal goal orientation and help-seeking behavior
Participants were 7 graduate students taking Educational Statistics Course. Due to complexity of help-seeking behavior, participants first completed “Self-State Questionnaire” and then the researcher added qualitative observation and interview data from research examming help-seeking behavior and achievement goals for participants’ real help-seeking behavior.
The findings of this study were as follow:
1. Participants with high mastery or high approach performance orientation differed in their willing for helps-seeking behavior. Participants with high mastery orientation were more willing to appeal for help-seeking behavior than participants with low mastery approach orientation irrespective of whether their approach performance goal was. Based on getting satisfying grades from assignment, participants with low mastery/high approach performance orientation would seek help as much as participants with high mastery goal orientation would.
2. Participants with high mastery orientation have the best processes of seeking help. Participants with high mastery orientation would spend more time than participants with low mastery orientation. Moreover , they would also discuss about concept toward statistics instead of only focusing on how to complete homework.
3. Even if participants with low mastery could regulate their learning , however, participants with high subject interested or specific objective had the best way to regulate help-seeking.
4. The collected data were analyzed by within subject t-test. The scores of mastery, approach and performance goals in post-test were higher than those in pre-test, however not statistically significant.. The scores of learners' online instructional help seeking questionnaire ,executive help seeking questionnaire and avoidance help seeking questionnaire were lower than those in real class situation, however no statistically significant difference.
According to the study findings, there are four suggestions proposed, that is, suggestion for revision of the online mechanism, assistance of the online mechanism to different multiple goal orientation learners, teacher teaching ,and further studies.
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