ABSTRACT
Students’ beliefs and interpretations of schooling can affect achievement in numerous ways. How students view themselves in the context of the classroom is associated with their level of interest, persistence, task engagement, and task performance. This chapter examines students’ beliefs and interpretations of schooling in relation to a particular type of task engagement, namely, academic help-seeking. We examine why, and under what conditions, certain children feel confident and comfortable seeking assistance from teachers and classmates, whereas other children do not.
