Observed help-seeking during the challenge task is unrelated to teacher-rated learning-related behaviors and academic skills¶
Claim · All claims
Evidence · 1 study · associationalr2·q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Help-seeking was unrelated to teacher-rated learning-related outcomes and not significantly related to academic skills. → Berhenke 2011
Evidence¶
Berhenke 2011¶
Berhenke, Amanda; Miller, Alison L.; Brown, Eleanor; Seifer, Ronald; Dickstein, Susan. (2011). Observed Emotional and Behavioral Indicators of Motivation Predict School Readiness in Head Start Graduates. Early childhood research quarterly. https://doi.org/10.1016/j.ecresq.2011.04.001
q3 · i? · associational · r2
Hierarchical regression of observed motivation indicators on teacher-rated learning-related behaviors; the article reports "In contrast, help-seeking was unrelated to these outcomes." No effect size was printed.
"In contrast, help-seeking was unrelated to these outcomes."
Discussion¶
Learner Variables¶
- Social Awareness and Relationship Skills — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Observed task persistence during challenging tasks predicts teacher-rated academic competence and learning-related behaviors in Head Start graduates — related
- Observed anxiety expressions during challenging tasks predict lower teacher-rated work-related and self-regulation skills — related
- Children showing high levels of negative externalizing emotions during the challenge task are rated as less socially competent, more hyperactive, and with poorer interpersonal and self-regulatory skills — related
- Observed shame expressions during challenging tasks predict greater teacher-rated social competence, work-related skills, and academic skills — related
- Observed interest/arousal during challenging tasks predicts poorer teacher-rated social competence and more hyperactivity: the top third was rated least socially competent, and the top and middle thirds more hyperactive than the bottom third — related
- Observed motivation indicators predict student-teacher conflict but not closeness: less persistence, greater task competence, and more interest/arousal predict greater conflict — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
observed-help-seeking-unrelated-to-school-readiness |
title |
Observed help-seeking during the challenge task is unrelated to teacher-rated learning-related behaviors and academic skills |
description |
Observed help-seeking during the challenge task is unrelated to teacher-rated learning-related behaviors and academic skills |
status |
review |
evidence_strength |
weak |
newest_evidence |
2011 |
generated |
by process:wiki-ingest on 2026-10-17 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — berhenke-2011 |
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