000			01418nam a22002177a 4500
005			20240112171039.0
008			240112b ||||| |||| 00| 0 eng d
022			_a0007-0998
100			_aDavison, Kyle
245			_aAcademic help-seeking interactions in the classroom _b: A microlongitudinal study (Journal Article)
260			_aUK _b: John Wiley and Sons Ltd _c, March 2023
300			_a33-55p.
440			_aBritish Journal of Educational Psychology _v, Volume 93, Part 1, March 2023
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: Background Help-seeking research has traditionally inferred behavioural responses to the need for help from post-hoc reflections and experiments outside of the classroom context. Aim We aimed to gain an ecologically valid understanding of the help-seeking process by examining the association between pupils' task-specific perceptions and their help-seeking interactions with teachers and peers during lessons.
650			_aCo-regulation| English as an additional language| gender| help giving| help seeking| help-seeking interactions| intraindividual| metacognition
650			_amicrolongitudinal| primary school| prosocial| self-regulated learning| special education needs and disabilities
700			_aMalmberg, Lars-Erik | Sylva, Kathy
856			_uhttps://doi.org/10.1111/bjep.12538
942			_cPER
999			_c45143 _d45142