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Pupils reported on their task understanding and need for help and their help\u2010seeking (teacher and peer) and help\u2010giving behaviours at the end of each lesson. On average, pupils completed 25.44 reports across 14.64 lessons, 13 school subjects and 4.80\u2009days. Teachers reported on pupils' academic performance. Data were analysed using two\u2010level logistic and multinomial logistic regressions.<\/jats:p>\n                  <\/jats:sec>\n                  <jats:sec>\n                    <jats:title>Results and conclusions<\/jats:title>\n                    <jats:p>Task\u2010specific understanding and need for help were associated with help\u2010seeking and help\u2010giving behaviour during lessons. Understanding was associated also with the type of help sought and given among classmates and appeared to influence whether pupils were help\u2010seekers or help\u2010givers during peer interactions. There was an apparent reciprocity in peer help\u2010seeking interactions, occurring namely among girls and higher performers. Overall, girls were more likely than boys to seek and give help across tasks. Pupils for whom English was an additional language were less likely than classmates to seek help when they needed it. The study (1) sheds new light on the dynamics of everyday help\u2010seeking interactions in the classroom, (2) provides a conceptual framework for researchers interested in reciprocal processes of social interaction in self\u2010regulated learning, and (3) highlights groups who might benefit from intervention.<\/jats:p>\n                  <\/jats:sec>","DOI":"10.1111\/bjep.12538","type":"journal-article","created":{"date-parts":[[2022,9,7]],"date-time":"2022-09-07T06:20:17Z","timestamp":1662531617000},"page":"33-55","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":20,"title":["Academic help\u2010seeking interactions in the classroom: A microlongitudinal study"],"prefix":"10.1111","volume":"93","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-4170-6734","authenticated-orcid":false,"given":"Kyle","family":"Davison","sequence":"first","affiliation":[{"name":"University of Oxford  Oxford UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-5309-7403","authenticated-orcid":false,"given":"Lars\u2010Erik","family":"Malmberg","sequence":"additional","affiliation":[{"name":"University of Oxford  Oxford UK"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-1440-6277","authenticated-orcid":false,"given":"Kathy","family":"Sylva","sequence":"additional","affiliation":[{"name":"University of Oxford  Oxford UK"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"311","published-online":{"date-parts":[[2022,9,7]]},"reference":[{"key":"e_1_2_10_2_1","first-page":"95","volume-title":"Strategic help seeking: Implications for learning and teaching","author":"Arbreton A.","year":"1998"},{"key":"e_1_2_10_3_1","volume-title":"Handbook of reading research (1984)","author":"Baker L.","year":"1980"},{"key":"e_1_2_10_4_1","first-page":"57","volume-title":"Proceedings of the 2005 conference on artificial intelligence in education: supporting learning through intelligent and socially informed technology","author":"Baker R.","year":"2005"},{"key":"e_1_2_10_5_1","doi-asserted-by":"publisher","DOI":"10.1037\/0012-1649.18.2.267"},{"key":"e_1_2_10_6_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1745\u20106916.2007.00051.x"},{"key":"e_1_2_10_7_1","doi-asserted-by":"publisher","DOI":"10.1080\/0309877X.2020.1774049"},{"key":"e_1_2_10_8_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.90.4.630"},{"key":"e_1_2_10_9_1","doi-asserted-by":"publisher","DOI":"10.1037\/0022-0663.87.2.261"},{"key":"e_1_2_10_10_1","doi-asserted-by":"publisher","DOI":"10.1016\/j.compedu.2010.07.024"},{"key":"e_1_2_10_11_1","doi-asserted-by":"publisher","DOI":"10.1080\/03055698.2020.1834359"},{"key":"e_1_2_10_12_1","unstructured":"Department for Education. 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