Abstract
Academic help seeking is a self-regulatory strategy that is closely related to students’ school functioning and successful school outcomes. The aim of the present study is to gain greater insight into the associations between help-seeking behavior and attitudes (i.e., emotional costs, perception of benefits, threats and avoidance of academic help seeking), and socio-emotional factors (i.e., functional social support, satisfaction with life, happiness, academic and social self-concept, emotional loneliness and social network). Two hundred and thirty-two students from three public secondary schools (53.9% girls; mean age = 16.61, SD = 2.85) participated in this study by completing the assessment form during school hours. As expected, the results showed significant associations between attitudes toward academic help seeking and socioemotional factors except for (1) perceived emotional cost of academic help seeking and happiness, academic self-concept and social network, (2) threat of academic help seeking and satisfaction with life and social network and (3) avoidance of academic help seeking and social network, in which cases the correlations were not significant. Finally, (1) emotional loneliness was found to be a significant predictor of the perceived emotional cost of academic help seeking, (2) functional social support, academic self-concept, social self-concept and subjective evaluation of the social network were found to be significant predictors of the perceived benefits of academic help seeking, (3) emotional loneliness and academic self-concept were found to be significant predictors of both threat of academic help seeking and avoidance of academic help seeking. The results of this study suggest that psycho-emotional variables play an important role in academic help-seeking strategies and can affect students’ final behavior in help seeking.
Highlights
In academia, students must cope with socio-educational situations, subjects, concepts and techniques that may be beyond their capacities, abilities and perceptions
This study aims to address the following research question: Are socio-emotional factors associated with help-seeking behavior and attitudes in young students? For this purpose, we examined the relationship between emotional costs, perception of benefits, threats, and avoidance of academic help seeking with the socio-emotional variables of functional social support, satisfaction with life, happiness, self-conception, and loneliness
The results showed significant differences according to sex on some scales
Summary
Students must cope with socio-educational situations, subjects, concepts and techniques that may be beyond their capacities, abilities and perceptions. Since they find it impossible to rise to the academic challenges by themselves, they need to seek help. Socalled Academic Help Seeking (AHS) is a behavioral strategy that involves controlling one’s behavior and interacting socially to obtain help from other people. It is a self-regulated learning and problem-solving strategy [1]. Seeking help is a complex self-regulated learning process that involves students making key decisions
Sign-in/Register to view highlights & summary 
Published Version (
Free)
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
