Abstract
The aim of the present study was to analyze the relationship between students' (100 children aged 8 to 12) help-seeking behavior and impulsivity. Help-seeking behavior was evaluated using a naturalistic experimental paradigm in which children were placed in a problem-solving situation and had the opportunity to seek help from the experimenter, if needed. Impulsivity was analyzed using the Hyperactivity–Impulsivity Scale from the Teacher Rating Form of the Multidimensional Peer Nomination Inventory (TR-MPNI), Circle Tracing Task (CTT), Matching Familiar Figures (MFF), and Impulsiveness and Venturesomeness scales from the Eysenck Junior I 6 questionnaire. Structural equation modeling (SEM) showed that impulsivity was not related to children's question asking. Different correlational patterns were found for question asking and other help-seeking variables (i.e., performance scores and mean reflection time preceding question asking). The two Eysenck Junior I 6 scales showed no significant correlations with other measures. The importance of considering the many sidedness of both help-seeking and impulsivity constructs is discussed.
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