Students' Perceptions of the Teacher and Classmates in Relation to Reported Help Seeking in Math Class

This study investigated students' perceptions of their teachers and classmates in relation to reported academic help seeking. 177 students at grades 3, 5, and 7 were interviewed individually using a structured questionnaire to assess who, why, and in what situations they asked for help when they had problems in math class. Results indicated that students generally preferred the teacher to classmates as helpers and saw the teacher, in comparison to classmates, as more likely to facilitate learning and less likely to think they were "dumb" for asking questions. Several grade-related differences emerged. Fifth and seventh graders' help-seeking intentions reflected more concern about social comparison than did third graders'. At seventh grade only, a concern that the teacher might think students were "dumb" for asking questions was negatively related to the self-reported likelihood of seeking help. Perceptions of teacher support varied with grade level. Although perception of a strong personal relationship with the teacher was associated with students' intentions to seek help at all grades, perception of teacher encouragement of questioning was related only at fifth and seventh grades.