Help-seeking in the classroom “allows students to constructively re-engage in academic activities when they run into difficulties.” (Marchand & Skinner, 2007). Highly motivated students are more likely to seek help, therefore, allowing them the opportunities for increasingly challenging learning. Those students who do not seek help are likely to then conceal their difficulties. This impacts not only their classroom learning but also their school connection/engagement. Motivation for help-seeking in the classroom can be attributed to student’s internal motivation, anxiety (both error or public knowledge of difficulty) or educator support (Marchand & Skinner, 2007).