This study proposes “ motivation - attitude - behavior of academic help-seeking ” as the coordinates to re-positioning the distance learners’ academic help-seeking and related factors in network interactive learning environment. The results show that the network distance learners’ gender and discipline task have no signiifcant inlfuence on academic-help seeking behavior, in addition, their work experience, which can contribute to promote the academic help-seeking, has negatively correlated to the avoidance of help-seeking behavior. The influence of network distance learners’ personal achievement goals on academic help seeking behavior is mediated by academic help seeking attitude, among which the approach-mastery goal has an effect on instrumental help directly or indirectly through the positive help-seeking attitude, while avoidance-performance goal and avoidance- mastery goal have signiifcant positive impact on the two negative help-seeking attitude which have a signiifcant impact on the behavior of executive help-seeking and avoidance help seeking. These results are helpful to reveal the basic mechanism of learners academic help, and provides a theoretical basis for the further development of academic help seeking effective strategy.%该文以“学业求助的动机—态度—行为模式”为核心考察了网络交互式学习环境中远程学习者学业求助行为的相关影响因素。研究结果表明：网络远程学习者的性别和学科任务对学业求助行为没有显著影响，其工作经验与回避性求助行为显著负相关，它有助于提升学业求助的积极性和质量；网络远程学习者的个人成就目标对学业求助行为的影响是以学业求助态度为中介的，其中趋向—掌握性目标直接或间接通过积极求助态度对工具性求助产生影响，而回避—表现性目标、回避—掌握性目标都对两种消极的求助态度有显著的正向影响，并由它们对执行性求助、回避性求助行为产生显著影响。这些结果有助于揭示学习者学业求助的基本机制，为发展有效的学业求助策略提供了理论依据。
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