WHAT MOTIVATIONAL FACTORS INFLUENCE COMMUNITY COLLEGE
STUDENTS’ TENDENCY TO SEEK HELP THROUGH MATH TUTORING?
Chung-Yin Teresa Lai
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
Copyright 2008 Chung-Yin Teresa Lai
The purpose of the current study was to examine predictor variables that might help explain the students ' lack of proficiency in mathematics at a community college. Particularly, this study scrutinized the degree to which personal goal orientation, classroom goal structure, task value, and math self-efficacy, influenced the extent of help seeking behaviors via math tutoring, and how help seeking related to math achievement. A sample of 304 students enrolled in 25 sections of a prerequisite math course at a community college participated in the study. Statistical analyses revealed that students ' attainment value and math self-efficacy influenced help seeking behaviors. Together, the attainment value and math self-efficacy accounted for approximately three percent of the variance in help seeking. However, results showed no significant relationship between help seeking and achievement.