A Study of Relationship of Self-regulated Learning Strategy and Academic Help-seeking in University students

The purpose of this study was to examine relationship between self-regulated learning strategy and academic help-seeking styles (autonomous or dependent help-seeking). University students (N=193) completed questionnaires that assessed academic help-seeking styles to teachers and friends that included 11 items on autonomous or dependent help-seeking, and self-regulated learning strategy that included 27 items on strategies of self- regulated learning (management on effort, planning, monitoring and cognitive strategy). The main results were as follows: (1)Factor analysis of academic help-seeking styles were constructed two factors of autonomous and dependent help-seeking, and self-regulated learning strategies were constructed four factors of management on effort, planning, monitoring and cognitive strategy. (2)Correlation analysis of academic help-seeking styles and self-regulated learning strategies were found some interesting results. Autonomous help-seeking to their friends and teachers of each was positively related management of effort strategy, monitoring strategy, and cognitive strategy. However, dependent help-seeking to their friends was negatively related management of effort strategy and monitoring strategy. To teachers there were not related all strategies. (3)Regression analyses revealed that management of effort, monitoring, cognitive strategies emerged as a best positive predictors of autonomous help-seeking to friends and management of effort and monitoring strategies emerged as a best negative predictors of dependent help-seeking to friends. However, to teachers management of effort strategy emerged only as a best predictor autonomous help-seeking. These results were suggested that use of self-regulated learning strategies (specially management of effort strategy) influenced strongly the nature of academic help-seeking