I would argue it depends on the context. Of course, gaining enough experience on which contexts are worth persevering for which duration is it's own thing.

The rubric I give to juniors is a bit more simple: if you get stuck, consider alternatives that you haven't tried out. Alternatives are of a few types including: relevant evidence/facts you can gather that you haven't yet gathered, and attempts you haven't tried yet. As long as you have alternatives keep trying them (gather evidence, make attempts). Once you run out of alternatives then seek help (avoid spinning wheels).

This way when a junior comes to me I can ask them to list the alternatives they have already tried. If they haven't tried obvious alternatives (gathered facts and reasonable attempts) I send them back. If they've tried all the alternatives I can think of then I get involved.

I'll note that this tends to work when contact between team members is relatively frequent (e.g. once a day) so I can get a sense of how long the junior has been working on a task to avoid rabbit-holing.