The study was conducted to investigate the relation of adolescent students' mathematics motivation and achievement to their appropriate help‐seeking and inappropriate guessing behaviour while using instructional software. High school students ( n = 90) completed brief assessments of mathematics motivation and then worked with software for geometry instruction. Students' actions with the software were machine‐classified to identify instances of appropriate help‐seeking and inappropriate guessing. Mathematics teachers provided information about students' achievement (high, average or at risk of failing math class). Results indicated that students with low math self‐concept were most likely to engage in inappropriate guessing behaviour. Students with low math achievement were most likely to engage in appropriate help‐seeking while working with the software.
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Beal et al. (2008) studied this question.
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