The objective of the present study was to examine the academic help-seeking strategy in relation to school grade level and gender. The sample consisted of 159 students of both sexes, from 2nd to 4th grades. Data were collected through a Help Seeking in School Scale and analyzed quantitatively. Results showed that the school grade level was associated with help-seeking behavior. Second grade level students were the ones who reported to seek less help when compared to their third and fourth grade counterparts. Very few gender differences emerged. Data is discussed not only in terms of the importance that teachers promote this strategy use in the classroom, but also in terms of its relevance for self-regulated learning.
Cognitive psychology; Help-seeking; Learning; Basic education
