Awang-Hashim, R., Universiti Utara Malaysia, Malaysia
The study examined correlates of avoidance help seeking behaviours among secondary school students in the state of Kedah, Malaysia. Particularly, the study examined the relationship between implicit belief about intelligence, academic goals orientations, perception of social and cognitive competence, classroom goal orientations, threat to self-worth, and avoidance help seeking behaviour in learning Mathematics. Surveys were administered to 1849 secondary school students (1449 malays and 400 non- malays; 900 males and 949 females), aged between 13 and 17 years old, who were studying mathematics. The instrument for the survey was adapted mainly from the Pattern of Adaptive Learning Scale (PALS). Descriptive statistics was used to examine pattern of avoidance help seeking behaviour. Pearson correlation was used to examine relationships among the variables. Findings indicated that students who perceived math ability as static and students who perceive peers and teachers as posing threat to their self- worth are the least likely to ask for help. Students who learn for mastery and who have high perception of their math cognitive competence are least likely to avoid help seeking when needed. A stepwise regression analysis identified mastery learning, classroom task-focused goal, and performance approach goal as the three main predictors of avoidance help seeking behaviour in learning mathematics. Discussion will center on these significant psychological factors that have implications for teaching and learning of mathematics at secondary school level.