Thompson, Katherine M
2.78 MB of textual records (PDF)
Audience: Undergraduate. -- Dissertation: Thesis (B. A.). -- Algoma University, 2003. -- Submitted in partial fulfillment of course requirements for PSYC 4105. -- Includes figures, tables and a protocol manual. -- Contents: Literature review / Thesis.
The present study investigated whether training special education student to appropriately ask for help, increased frequency in help seeking behaviour in the regular classroom setting. Four grade six students were taught to appropriately approach the teacher for instructional feedback and assistance. Training took place in the special education classroom. Prior to student training three measures were taken: Classroom observation recorded the frequency of help seeking behaviours in the classroom; a student questionnaire examined student perceptions of help seeking (avoidance of help seeking, threat from peers, and benefits of help seeking); a survey given to the classroom teacher measured teacher perception of student motivation. These measures were repeated after the student training of help seeking. Although no difference was found in the attitudes of either students or teachers there was a significant difference found when the frequency of help seeking behaviours of the trained students was compared to the frequency observed of the randomly selected control group.
