This study examines how students’ self-regulation, as an individual difference factor, guides their use of informational help-seeking resources when learning from multiple text. We further examine the extent to which engagement in help-seeking is associated with comprehension ratings and multiple text task performance. In this study, students were able to access two types of help-seeking resources during multiple text use: vocabulary aids and conceptual aids. We found students to frequently access help-seeking resources. Moreover, while accessing of help-seeking aids and comprehension ratings during multiple text use directly impacted task performance, students’ self-regulation, as an individual difference factor, was only found to have a significant direct effect on comprehension ratings. Additional direct and indirect relations and implications for future research on students’ self-regulated learning from multiple texts are discussed.

本研究探讨了学生的自我调节作为个体差异因素如何指导他们在学习多个文本时使用信息寻求帮助的资源。我们进一步研究了参与寻求帮助与理解评分和多文本任务表现的相关程度。在这项研究中，学生在使用多种文本时能够访问两种类型的寻求帮助的资源：词汇辅助和概念辅助。我们发现学生经常访问寻求帮助的资源。此外，虽然在使用多种文本时寻求帮助和理解评分直接影响任务表现，但学生的自我调节作为个体差异因素，仅被发现对理解评分有显着的直接影响。讨论了其他直接和间接关系以及对学生从多个文本中进行自我调节学习的未来研究的影响。