文献类型：期刊文献

英文题名：The influence of competitive and cooperative classroom climate on middle school students' academic help seeking

作者：Yang, Yi[1];Liu, Ru-De[1];Ding, Yi[2];Wang, Jia[3];Chen, Yanyan[1];Zhou, Hongjing[1];Yang, Xiantong[1]

第一作者：Yang, Yi

通讯作者：Liu, RD[1]

机构：[1]Beijing Normal Univ, Beijing Key Lab Appl Expt Psychol, Natl Demonstrat Ctr Expt Psychol Educ, Fac Psychol, Beijing 100875, Peoples R China;[2]Fordham Univ, Grad Sch Educ, New York, NY 10023 USA;[3]Beijing Union Univ, Teachers Coll, Beijing 100874, Peoples R China

第一机构：Beijing Normal Univ, Beijing Key Lab Appl Expt Psychol, Natl Demonstrat Ctr Expt Psychol Educ, Fac Psychol, Beijing 100875, Peoples R China

通讯机构：[1]corresponding author), Beijing Normal Univ, Fac Psychol, 19 Xinjiekouwai St, Beijing 100875, Peoples R China.

年份：2025

卷号：119

外文期刊名：LEARNING AND INDIVIDUAL DIFFERENCES

收录：;Scopus(收录号：2-s2.0-85217236784);WOS:【SSCI(收录号:WOS:001426217800001)】；

基金：This research was supported by the Prioritized Project of Beijing Education Sciences Planning [Grant number CDEA22010] .

语种：英文

外文关键词：Help seeking; Classroom climate; Perceived threat; Self-efficacy

摘要：Educational researchers and practitioners focus on factors that promote self-regulated learning, including help seeking as a crucial strategy. This study explores how classroom climate influences middle school students' academic help seeking. It also examines the mediating role of help seeking threat and the moderating role of academic self-efficacy. Study 1 (n = 487) used questionnaires to examine variable associations. Three experimental vignette studies followed: Study 2 (n = 129) manipulated the independent variable, Study 3 (n = 172) manipulated both the independent variable and mediator, and Study 4 (n = 109) manipulated the mediator. The results showed that competitive classroom climate decreased adaptive help seeking and increased avoidance and expedient help seeking. Conversely, cooperative classroom climate exhibited the opposite patterns. Help seeking threats mediated these relationships, and academic self-efficacy buffered the negative effect of help seeking threat on help seeking behaviors. Our findings provide insights for fostering students' self-regulated learning.