Adaptive help seeking program for students at risk: A guided trip in developing self-regulated learner

• Main Author: Villavicencio, Felicidad T.
• Format: text
• Published: Animo Repository 2008
• Subjects: Help-seeking behavior; Students—Psychology; Regulatory focus (Psychology); Psychology; Social and Behavioral Sciences
• Online Access: https://animorepository.dlsu.edu.ph/faculty_research/13303
• Institution: De La Salle University

At any given point in development, there are certain problems that a student is on the verge of being able to solve and, others that are beyond the learner's capabilities. The zone of proximal development is the area where the learner cannot solve a problem alone, but can be successful under teacher guidance or in collaboration with a more advanced peer. Adaptive help seeking may take place at this phase at which a learner can master a task if given appropriate help and support by scaffolding. The support could be clues, reminders, encouragement, breaking the problem down into steps, providing an example, or anything else that allows the student to grow in independence as a self-regulated learner. Self-evaluation/monitoring, goal setting/strategic planning, strategy implementation/monitoring, and strategic outcome monitoring play an integral role in the development. Help seeking in this program proposal is the ability to solicit help when needed from a teacher or a more competent peer in developing the academic skills in time planning and management, text comprehension and summarization, note-taking, test anticipation and preparation, and writing skills. Help-seeking in the classroom is considered an important self-regulatory strategy that, rather than promoting a student's dependence, can be instrumental in developing independent skill and ability. The program is intended for students at risk in psychology classes but does not necessarily exclude the achievers. The students who score high in concealment items and who score low in help seeking items are considered at risk. The program aims to train students seek assistance from teachers and peers to learn the process and be interested in it. Eventually, the program will cater to all students and to all teachers as well.