Abstract

SANCHEZ ROSAS, Javier  and  PEREZ, Edgardo. Measuring Threats, Benefits, Emotional Costs and Avoidance of Academic Help-Seeking in Argentinian University Students. Pensam. psicol. [online]. 2015, vol.13, n.2, pp.49-64. ISSN 1657-8961.  https://doi.org/10.11144/Javerianacali.PPSI13-2.mtbe.

Objective. The psychometric properties of four academic help-seeking scales measuring benefits, threats, emotional costs and avoidance of academic help-seeking in two samples of Argentinian university students were tested. Method. In phase one, a three correlated-factors measurement model (benefits, threats, emotional costs) and a one-factor model (avoidance) were evaluated. In phase two, two models where social academic self-efficacy (SAS), task value and achievement goals would predict the help-seeking constructs which, in turn, would predict shame in class were evaluated. Results. In phase one, the confirmatory factor analysis strongly supported the models, and all of the factor loadings were high. In phase two, on the one hand, SAS predicted benefits, threats and emotional costs. Moreover, threats and emotional costs predicted shame. Even more, SAS predicted shame via its effects on threats and emotional costs. On the other hand, SAS, task value, and performance-approach predicted avoidance. Moreover, avoidance and SAS had a direct effect on shame. The benefits, threats, emotional costs, and avoidance scales demonstrated adequate levels of internal consistency (α = 0.85, 0.72, 0.90, and 0.90). Conclusion. The scales are reliable, internally valid as demonstrated by the factor analyses, and externally valid in terms of relationships with motivational and emotional constructs.

Keywords : Self-regulated learning; self-efficacy; achievement emotion; task value; achievement goals.

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