Abstract
The influence of achievement goals and social goals on help-seeking from peers in an academic context was examined in two studies. A total of 551 high school students participated in the two studies. The results across the studies demonstrated strong convergence, revealing that mastery-approach, mastery-avoidance, and friendship-approach goals were positive predictors of instrumental help-seeking, whereas performance-avoidance and friendship-avoidance goals were negative predictors. Study 2 additionally demonstrated that attitudes toward help-seeking mediate the influence of achievement and social goals on instrumental help-seeking. These results add to the body of work investigating achievement and social motivation together to more fully understand motivational influences on academic outcomes.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
