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This study contributes to the literature on the relation between situational help-seeking styles and school adjustment. The aim of this study was to develop measures of how high school students seek help from peers or teachers and to investigate how these autonomous and dependent differences influence school adjustments. A questionnaire on helpseeking styles and school adjustment was completed by 453 high school students （227 males, 221 females, and 5 who did not reveal their gender） aged 15 to 18 years. Factor analysis showed that each help-seeking scale had two factors. The reliability was established by a Cronbachʼs alpha （α＝.65~.91）, and the construct validity and content validity were established at a given level. An analysis of variance indicated that an autonomous help-seeking style was positively associated with various situations such as academics, career, etc., while a dependent help-seeking style in social relationship situations was positively associated with school adjustment. These results indicate that a dependent help-seeking style has a negative effect in academic domains but may have a positive effect in social relationship domains. [ABSTRACT FROM AUTHOR]

LINE is a mobile application used mainly for communication with friends. Recently, LINE has become indispensable, particularly for young people. This study explored high school students' cognition about communication through LINE and revealed the effect of their friendships on it. High school students (N=423) completed a LINE scale that was constructed for this study and a Friendship scale in an online survey. Exploratory factor analysis yielded the following six factors: (1) “anxiety about being ignored,” (2) “ease,” (3) “sense of miscommunication,” (4) “increase in aggressiveness,” (5) “obsession with quick reply,” and (6) “sense of being close.” Subsequently, a multiple population analysis suggested that a psychological tendency to avoid being disliked by friends is one of the reasons for high school students' ambivalence about communication through LINE. [ABSTRACT FROM AUTHOR]