Study On The Characteristics And Influencing Factors Of Academic Help-Seeking Of Students In Regular Classes

With the popularization of integrated education,more and more special students enter general schools.However,the existing educational resources and forms in general schools are difficult to take into account the differences in educational needs of students studying in regular classes,resulting in the imbalance between individual needs and external support,which leads to difficulties for students studying in regular classes.In addition,the interpersonal situation of students studying in regular classes is not optimistic.Students studying in regular classes are in a state of "mixed reading in regular classes" for a long time.School life is often accompanied by loneliness and helplessness,and the level of school adaptation and class belonging is low.Academic help-seeking is a learning method in which learners actively seek help from others when they encounter problems in the learning process,so as to solve the problems efficiently and achieve their learning goals.It is a form of autonomous learning and an integration of interpersonal interaction strategies,and it can also help students to use and manage the available learning environment and resources reasonably to meet their own learning needs.For students in regular classes,academic help-seeking can enhance their participation in learning,create conditions for two-way initiative and two-way approach with ordinary students,and provide their own ways to win educational resources,which will better find a breakthrough to solve their learning and interpersonal problems and help students in regular classes achieve integration.Under the guidance of self-regulated learning theory and social exchange theory,this study adopts qualitative research paradigm,and combines interview,observation and text analysis to study nine students in regular classes,their teachers and peers,discusses the process of academic help-seeking,analyzes the characteristics of academic help-seeking of students in regular classes,and discusses the influencing factors of academic help-seeking of students in regular classes.The findings of this study are as follows: Firstly,The process of academic help-seeking for students in regular classes includes five stages: academic help-seeking consciousness,academic help-seeking decision-making,academic help-seeking behavior,academic help-seeking evaluation and academic help-seeking adjustment.Secondly,Academic help-seeking of students in regular classes has the following characteristics:(1)Most students are aware of academic help-seeking,but some are still unaware of learning difficulties;(2)Students’ academic help-seeking decisions are diverse,and the majority of students in regular classes make decisions to avoid help-seeking;(3)Help-seeking partners precede teachers,good friends precede deskmates,and deskmates precede students with good grades in the class;Students in regular classes are good at using language to seek help,sometimes supplemented by nonverbal means such as actions;The content of help-seeking focuses on Chinese and mathematics,and the strategies of academic help-seeking mainly include observe,ingratiate,being diligent and being polite;(4)Students’ evaluation of academic help-seeking is mostly successful-positive,and they will not make a negative evaluation of academic help-seeking failure,and individual students will not make an evaluation of academic help-seeking;(5)Most students will adjust their decision-making and behavior of academic help-seeking after the failure of academic help-seeking,and a few will give up seeking help directly.(6)Students with different grades and types of obstacles have different academic help-seeking.Thirdly,The following factors affect the students’ academic help-seeking:(1)The students’ cognitive level is low,their language expression ability is insufficient,and their personality is introverted,which leads to weak awareness of academic help-seeking,less decision-making and negative evaluation of academic help-seeking;(2)The more positive the peer’s acceptance attitude and academic help-seeking attitude towards the students in the regular class,the more positive the decision-making of academic help-seeking,the worse the friendship quality and the fewer the help-seeking objects;(3)The less academic support teachers provide,the weaker the students’ awareness of academic help-seeking and the less decision-making for academic help-seeking;The more emotional support they provide,the more positive their decision-making for academic help,and the more willing they are to ask teachers and peers for help;(4)The low attention of family members to learning and the wrong response to academic help will hinder students’ academic help-seeking decision-making and lead to inappropriate academic help-seeking behavior;(5)Peer’s judgment on the cost and harvest of giving help determines whether they give help or not,which affects the evaluation of academic help-seeking for students in regular classes;(6)The better the help-seeking atmosphere in the class,the more active the decision-making and the more effective the help-seeking behavior.On the basis of the above,this paper puts forward some research suggestions: teachers should actively improve their professional ability in special education,actively build close relationships among class members,and create suitable conditions for students to ask for help;Parents should correct their upbringing,create a harmonious family atmosphere,and form a close cooperative relationship with the school and actively communicate with teachers;Students studying in regular classes should pay attention to their manners and talk,participate more in class activities,and humbly ask teachers and peers for academic questions.