The Effect Of Achievement Goal Orientation On Academic Help-seeking Among Junior Middle School Students

Junior middle school is a critical period for students to learn.Any student may encounter difficulties in learning and need to seek guidance and help from others,so academic helpseeking behavior is common.Achievement goal orientation,as an important achievement motivation,is an important internal factor affecting students’ various behaviors in the learning process,and is closely related to students’ learning activities.At the same time,as an important cognitive factor,metacognition also plays an important role in students’ learning process.The junior middle school stage is an important period for the formation of good learning habit s of adolescents and a key stage for shaping various adaptive learning behaviors.There fore,it is very important to understand the relationship between students’ academic help-seeking behavior,achievement goal orientation and metacognitive ability in this period.In this study,junior high school students from four schools in Guangdong Province were selected as subjects.The Achievement Goal Oriented Scale,Academic Helpseeking Behavior Scale and Metacognition Questionnaire were used for measurement.A total of 900 questionnaires were sent out,868 of which were effectively collected.(1)Junior middle school students’ academic help-seeking behavior is positive on the whole,and most of them tend to instrumental help-seeking;In terms of achievement goal orientation,junior middle school students tend to hold mastery goal and achievement approach goal;The metacognition level of junior high school students is good.(2)There are gender differences between achievement avoidance goals and mastery avoidance goals in junior middle school students;There was no grade difference in achievement goal orientation.There are gender differences in the dimension of instrumental help-seeking students.There is no grade difference in the dimensions of academic help-seeking behavior.There is gender difference in metacognition level,but no grade difference.(3)Achievement goal orientation and metacognition level of junior high school students can predict their academic help-seeking behavior.Mastery approach,mastery avoidance,performance approach goal positive prediction instrumental help-seeking,performance avoidance goal positive prediction executive help-seeking and avoidance help-seeking;Metacognitive positive prediction instrumental help.(4)Metacognition has a mediating effect between achievement goal orientation and some dimensions of academic help-seeking.According to the above conclusions,this study finds that achievement goal orientation can not only directly affect junior high school students’ academic help-seeking behavior,but also affect students’ learning help-seeking behavior through influencing metacognition.This suggests that educators should make full use of educational resources,help students set up positive achievement goals,pay attention to cultivate students’ metacognitive level,and correctly guide students to adopt adaptive academic help-seeking behavior.