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Despite decades of research, a comprehensive understanding of academic help seeking has remained elusive (Ames & Lau, 1982; Newman, 1994; Karabenick & Newman, 2009; Schworm & Grubber, 2012). At its core, learners seek help to continue learning when confronted with a gap in knowledge or comprehension; it is persistence in the face of adversity. Historically, researchers from western cultures viewed seeking help as an undesirable trait that signified an abnormal dependence on others. Unsurprisingly, past research focused on the personal costs, burdens, and risks of asking for help. However, Nelson-LeGall (1985) identified adaptive/instrumental and executive academic helpseeking as two distinct processes (Nelson-LeGall, 1985). In adaptive help-seeking, the learner is motivated by a desire to master the material and requests hints and assistance. In executive help seeking, the student requests the answer without the desire to build competency or mastery. Researchers now identify adaptive help-seeking as a beneficial strategy for learning as it positively correlates to academic achievement, even when controlling for prior achievement (Ryan & Shin, 2011).

Achievement Goal Structure and Type of Assistance Sought in an Undergraduate Classroom