The purpose of this study was to investigate the role that friendship motivation plays in academic help-seeking based on self-determination theory. The relations among self-determined friendship motivation, academic help-seeking, and feeling of satisfaction were examined among high school students (N = 670) in Japan. Analyses showed that self-determined friendship motivation was associated with the academic help-seeking, which in turn was related to the feeling of satisfaction with academic learning and friendship. The role of friendship motivation in the academic setting is discussed.
Get full access to this article
View all access options for this article.
References
1.
ByrneB. M. (2001) Structural equation modeling with AMOS: basic concepts, applications, and programming. Mahwah, NJ: Erlbaum.
2.
DeciE. L.RyanR. M. (1985) Intrinsic motivation and self-determination. New York: Plenum.
3.
FortierM. S.VallerandR. J.GuayF. (1995) Academic motivation and school performance: toward a structural model. Contemporary Educational Psychology, 20, 257–274.
4.
GreenK. D.ForehandR.BeckS. J.VoskB. (1980) An assessment of the relationship among measures of children's academic achievement. Child Development, 51, 1149–1156.
5.
GrolnickW. S.RyanR. M. (1987) Autonomy in children's learning: an experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890–898.
6.
GuayF.BoivinM.HodgesE. V. E. (1999) Predicting change in academic achievement: a model of peer experiences and self-system processes. Journal of Educational Psychology, 91, 105–115.
7.
HayamizuT. (1997) Between intrinsic and extrinsic motivation: examination of reasons for academic study based on the theory of internalization. Japanese Psychological Research, 39, 98–108.
8.
JohnsonD. W.AhlgrenA. (1976) Relationship between student attitudes about cooperation and competition and attitudes toward schooling. Journal of Educational Psychology, 68, 92–102.
9.
KarabenickS. A.KnappJ. (1991) Relationship of academic help seeking to the use of learning strategies and other instrumental achievement behavior in college students. Journal of Educational Psychology, 83, 221–230.
10.
KeefeK.BerndtT. J. (1996) Relations of friendship quality to self-esteem in early adolescence. Journal of Early Adolescence, 16, 110–129.
11.
KnappJ. R.KarabenickS. A. (1988) Incidence of formal and informal academic help-seeking in higher education. Journal of College Student Development, 29, 223–227.
12.
KurodaY.SakuraiS. (2003) [Goal orientation in peer relations and depression among preadolescents: “distress-generation” and “eustress-generation” models]. [Japanese Journal of Educational Psychology], 51, 86–95. [in Japanese with English abstract]
13.
LevesqueC.ZuehlkeA. N.StanekL. R.RyanR. M. (2004) Autonomy and competence in German and American university students: a comparative study based on self-determination theory. Journal of Educational Psychology, 96, 68–84.
14.
Nelson-LeGall S.Glor-ScheibS. (1985) Help seeking in elementary classrooms: an observational study. Contemporary Educational Psychology, 10, 58–71.
15.
NewmanR. S. (1990) Children's help-seeking in the classroom: the role of motivational factors and attitudes. Journal of Educational Psychology, 82, 71–80.
16.
NewmanR. S. (1998) Students' help seeking during problem solving: influences of person and contextual achievement goals. Journal of Educational Psychology, 90, 644–658.
17.
NewmanR. S. (2006) [Implications and future research: where do we go from here? In KarabenickS. A.NewmanR. S. (Eds.), Help seeking in academic settings: goals, groups, and contexts. Mahwah, NJ: Erlbaum. Pp. 15–44.
18.
NosakiH. (2003) [Academic help-seeking: achievement goal orientations and perceptions of competence], [Japanese Journal of Educational Psychology], 51, 141–153. [in Japanese with English abstract]
19.
OkadaR. (2005) [Development of friendship motivation scale in the framework of the self-determination theory]. [Japanese Journal of Personality], 14, 101–112. [in Japanese with English abstract]
20.
OkadaR. (2006) [Effects of autonomous friendship motivation on self-disclosure and adjustment]. [Japanese Journal of Personality], 15, 52–54. [in Japanese with English abstract]
21.
ParkerJ. G.AsherS. R. (1993) Friendship and friendship quality in middle childhood: links with peer group acceptance and loneliness. Developmental Psychology, 29, 611–621.
22.
PatrickB. C.SkinnerE. A.ConnellJ. P. (1993) What motivates children's behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65, 781–791.
23.
RichardJ. F.SchneiderB. H. (2005) Assessing friendship motivation during preadolescence and early adolescence. Journal of Early Adolescence, 25, 367–385.
24.
RyanR. M.PintrichP. R. (1997) “Should I ask for help?” The role of motivation and attitudes in adolescents' help seeking in math class. Journal of Educational Psychology, 89, 329–341.
25.
RyanR. M.ConnellJ. P. (1989) Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749–761.
26.
RyanR. M.DeciE. L. (2000) Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
27.
TinsleyH. E.De St. AubinT. M.BrownM. T. (1982) College students' help-seeking preferences. Journal of Counseling Psychology, 29, 523–533.
28.
WentzelK. R. (1996) Social goals and social relationships as motivators of school adjustment. In JuvonenJ.WentzelK. R. (Eds.), Social motivation: understanding children's school adjustment. New York: Cambridge Univer. Press. Pp. 226–247.
