Academic Help-seeking Research Articles

Antecedents and consequences of academic help-seeking in online STEM learning

IntroductionCollege students often encounter challenges or ambiguity in online learning, which they cannot overcome independently, and therefore, require help. However, relatively little is known about how academic help-seeking can be supported in online contexts and about its potential benefits. The present study investigated the role of academic help-seeking in online STEM learning and its contextual antecedents.MethodsA total of 213 college students, enrolled in an introductory Engineering course, completed an online survey. Their survey responses and academic record data were analyzed.ResultsResults of path analysis indicated that adaptive help-seeking was positively related to retention intention, whereas expedient help-seeking was negatively related to the choice of future courses. In addition, avoidant help-seeking was negatively related to retention intention and major declaration status and positively to disorganized studying. Results also showed that sense of belonging and environmental fixed mindset served as significant predictors of academic help-seeking.DiscussionFindings indicate that academic help-seeking is related to successful online STEM learning. Therefore, fostering online learning contexts in which students perceive more sense of belonging and less environmental fixed mindset is crucial.

The relationships between discrimination and academic help-seeking: the indirect effects of the impostor phenomenon among undergraduates students

AbstractAcademic help-seeking behaviors, such as asking peers or instructors to clarify academic topics, are important behaviors contributing to the academic success of college students. However, environmental factors such as experiences of discrimination (e.g., exclusion, being subjected to negative stereotypes) and individual psychological factors, such as the impostor phenomenon or feelings of intellectual incompetence, may dissuade students from seeking academic help. The current study utilized social cognitive theory as a guide to investigate the relationship between perceived discrimination and academic help-seeking attitudes, as well as the indirect role of the impostor phenomenon. Survey responses from 460 racially diverse undergraduates were analyzed using confirmatory factor analyses and structural equation modeling. Results indicated that perceptions of discrimination directly and indirectly – via the impostor phenomenon – influenced academic help-seeking. Specifically, greater experiences of discrimination contributed to higher levels of the impostor phenomenon, which predicted more positive attitudes toward academic help-seeking. These findings demonstrate the influence of discrimination on academic help-seeking among a diverse sample of learners. Particularly, increased academic help-seeking may serve as a compensatory reaction to experiencing discrimination in an educational context. Implications for how institutions can better promote more equitable learning environments and theory-based interpretations of findings are discussed.

Correction: The roles of impostorism and academic help-seeking in undergraduate students’ sense of belonging and college completion intention

Correction: The roles of impostorism and academic help-seeking in undergraduate students’ sense of belonging and college completion intention

The roles of impostorism and academic help-seeking in undergraduate students’ sense of belonging and college completion intention

The roles of impostorism and academic help-seeking in undergraduate students’ sense of belonging and college completion intention

The Role Of Goal Orientation and Social Support Towards Academic Help-Seeking In High School Students With Kurikulum Merdeka

This study aims to determine the role of goal orientation and social support towards academic help-seeking in high school students with kurikulum merdeka. The hypothesis of this study is the role of goal orientation and social support on academic help-seeking in high school students. Participants totaled 150 high school students in Indonesia. The sampling technique used was purposive. This study used three scales as measuring instruments, namely the goal orientation scale, social support scale, and academic help-seeking scale. Data analysis in this study was conducted using simple regression analysis techniques. The results showed a significant role between goal orientation and social support variables on academic help-seeking variables with a significance value of 0.000 (p <0.05). The coefficient of determination (R Square) of the three variables is 0.817 which is included in the moderate category. This research can be a basis for educating students that asking for help is normal and beneficial for learning progress by proactively looking for supportive peers or teachers to discuss and help each other in learning.

Students’ thoughts about dropping out: Sociodemographic factors and the role of academic help-seeking

Dropout is a problematic issue in education due to its high prevalence and impact on students and society. In fact, it can limit students’ future options, and it involves a substantial cost for public budgets in most countries. This is not an easy problem to solve, since student dropout is a complex decisional process involving such factors as personal and contextual characteristics, educational variables, and psychosocial aspects. Very few studies have examined whether sociodemographic and psycho-educational variables affect educational dropout at different academic levels. For this reason, the present study aims to provide a better understanding of the role of several variables (age, academic results, gender, sexual orientation, academic help-seeking, academic self-efficacy, and planning as a strategy to cope with academic stress) in educational dropout thoughts in a sample of 759 students resident in Spain (age: M = 22.91, 74.0% women). Regression analyses showed that dropout thoughts were significantly predicted by academic results, planning, sexual orientation, academic self-efficacy, and academic help-seeking. Agreements and discrepancies with previous research are discussed. The results of the current study can be used by educators, policy makers and institutions to develop programmes to reduce student dropout by enhancing self-regulated learning strategies.

The exploration of online academic help-seeking behavior of first-generation college students in developing countries: evidence from China

IntroductionWith the continuous expansion of higher education globally, the number of first-generation college students (FGCS) is also increasing, particularly in developing countries where FGCS account for more than half of all college students.MethodsThis qualitative study explores the experience of Chinese FGCS in online academic help-seeking (OAHS) behavior through semi-structured interviews. The narratives from fifty-eight participants expand the understanding of how FGCS use the Internet to seek academic help when their family cultural capital is insufficient, and also present the role of family in this process.ResultsThree themes are found. First, FGCS prefer one-way help-seeking compared to interactive help-seeking. This situation is consistent with FGCS’ choice in traditional contexts. Second, the Internet is used by FGCS most of the time to address specific issues without assisting them in academic self-growth effectively. Third, FGCS crave more spiritual support and encouragement from families.DiscussionBased on the theories of cultural capital and cultural mismatch, the findings reveal the cultural mismatch and behavioral characteristics of OAHS in the Chinese context, giving implications for university practitioners to provide targeted assistance and training to FGCS.

Academic help-seeking behaviour and barriers among college nursing students.

First-year college student's smooth transition and academic success influenced by academic help-seeking behaviour. Academic help-seeking behaviour is largely affected by many factors, including demographic factors, self-esteem and the use of sources for academic learning. The study investigated academic help-seeking behaviour and barriers among first-year college nursing students. The study was conducted at a nursing college in the Western Cape province of South Africa. A cross-sectional descriptive survey design with a self-administered questionnaire was used to collect data from 130 first year nursing college students. Descriptive statistics and bivariate analysis were computed using Statistical Packages for Social Sciences (SPSS). More than 77.7% used course materials and books to help with academic learning, 50% of students sought help from their teachers. Only 24.6% and 17.7% of students used YouTube and computers respectively. In all items measured help-seeking is not a threat to self-esteem, teachers and parents did not have unrealistic expectations of their academic performance. Language is significantly associated with (p < 0.001) academic help-seeking behaviour. Most students mainly used informal sources for academic learning. Help-seeking was not a threat to self-esteem. The language barrier is significantly associated with academic help-seeking behaviour. The nursing college should provide a coordinated academic language support, academic consultation and counselling services for academically stressed first-year nursing students. The findings highlighted language as a barrier to academic help-seeking. The study provides insight to strengthen the language and academic support for academic learning for first year nursing students.

Design and Presentation of a Model for the Relationship Between the Five Dimensions of Personality and Problem-Solving Skills and Academic Help-Seeking in Female Students

Purpose: This study aimed to design and present a model that explores the relationship between the five dimensions of personality and problem-solving skills, as well as academic help-seeking behaviors in female students. Methods and Materials: The research utilized a quantitative approach, involving a sample of female students from various schools. Data were collected through standardized questionnaires measuring personality dimensions, problem-solving skills, and help-seeking behaviors. Statistical analyses, including correlation and regression analyses, were performed to examine the relationships between these variables. Findings: The results indicated a significant relationship between the five dimensions of personality and both problem-solving skills and academic help-seeking behaviors. Specifically, traits such as resilience and conscientiousness were positively associated with higher problem-solving skills and a greater propensity to seek academic help. Conclusion: The study concludes that personality traits play a crucial role in influencing problem-solving skills and help-seeking behaviors in female students. Enhancing positive personality traits can potentially improve these skills, leading to better academic outcomes. Future research should focus on intervention strategies that bolster these traits.

Between the Lines: An Exploration of Online Academic Help-Seeking and Outsourced Support in Higher Education: Who Seeks Help and Why?

The growth in online higher education has seen the ‘unbundling’ of some services as universities have partnered with private companies in an effort to enhance their services. This paper explores university students’ use and perceptions of the third-party online learning support platform, Studiosity, at Dublin City University. Studiosity was engaged to support undergraduate and postgraduate distance students, by offering support beyond existing campus-based services. This research employs a primarily inductive research design drawing on data collected through the third-party provider (2018–2020), supplemented by an in-house online survey (2019). Students were overwhelmingly positive about Studiosity. Postgraduate students, arguably students with good academic skills, used the service more than first-year undergraduate students. However, first-year undergraduates, a group the literature suggests are reluctant users of institutional support, were also strong users. Questions emanating from postgraduate students demonstrated expedient help-seeking. First-year undergraduate students were more concerned with explanations to help their understanding in order to persist with their studies. This paper posits that all other things being equal, those who already have strong academic capital will be the greatest users of academic support services. Proactive, less formal academic support strategies to encourage use by those who need help most, remain critical.

The impact of demographic factors and ethnicity on academic help-seeking behaviours in a multicultural university context

ABSTRACT This research used three scales to explore ethnicity and other variables’ effects on university students’ self-assessed academic help-seeking. The scores from each respective scale were regressed onto academic and demographic variables. In two of the three regression models, Age was the only significant factor, older students self-assessing as less avoidant and more persuaded of the benefits of help-seeking. However, investigating an interaction in one model revealed that older Pacific Islanders followed an opposite pattern, self-assessing as more avoidant of help-seeking with increased age, and significantly more avoidant than same-age peers of other ethnicities. Pacific Islanders also self-assessed significantly higher in instrumental help-seeking. In summary, except for Pacific Islanders, ethnic background had surprisingly little effect on academic help-seeking, a finding which may be attributable to the highly multicultural research setting. These findings suggest that younger students and older Pacific Islanders may benefit from focused efforts to facilitate their receiving academic help.

Psychometric properties of the Spanish version of the academic help seeking scale in a sample of adults

Although academic help-seeking is an important variable in the academic context, as it is related to academic achievement, college adjustment and teacher support, among other variables, no instruments evaluate it in the Spanish adult population. The main goal of the current study was to develop an adaptation of the Academic Help-Seeking Scale for the Spanish adult population with suitable psychometric properties. The sample consisted of 536 adults with an average age of 24.98 (SD = 8.55). The exploratory factor analysis in the first half of the sample suggested that only one factor was underlying the data, and the confirmatory factor analysis in the second half showed that the factor structure replicated in a different sample. The results suggest that this adaptation has appropriate psychometric properties, and adequate reliability and convergent validity. We also found the expected relationships with gender and academic achievement. Therefore, this instrument may be useful for researchers and education professionals who need to assess this behaviour in adults so that they can help them improve their academic performance. The study also contributes to a better understanding of academic help-seeking as an adaptative learning strategy and the variables it is related to.

College Student's Academic Help-Seeking Behavior: A Systematic Literature Review.

Seeking academic help has a positive impact on students' ability to handle challenges, leading to improved academic success. As the academic landscape becomes more competitive, the importance of students seeking and using academic support is widely recognized for enhancing their learning experience and achievements. The main objective of this study is to review the prior literature that has examined the academic support provided to college students, addressing the knowledge and methods required in an academic help-seeking process. Based on a systematic literature review, this study's data were gathered from a review of 55 documents from the 11 years between 2012 and 2022. The literature was then individually analyzed using the ATLAS.ti 22 programs. The analysis shows five central themes: (1) Defining student help-seeking; (2) Academic help-seeking and academic performance; (3) Resources of academic help-seeking; (4) Factors of academic help-seeking; (5) Academic Help Seeking Online. This study also identifies potential new directions for future research that could be useful to school administrators in developing policies to assist students with help-seeking behavior, which could have significant implications for the theoretical development and practical guidance of student help-seeking behavior.

Psycho-Personological Correlates of Academic Help-Seeking Among In-School Adolescents

In the field of educational psychology, seeking academic help is a proven success strategy. This study examined the influence of emotional stability, self-esteem, and gender on academic help-seeking among in-school adolescents in Osun state. The descriptive correlational research design was used. The multi-stage sampling method was used by the researchers. Four hundred (400) in-school adolescents were used for the study. The data for this study were gathered using three reliable and standardized instruments: The Academic Help-seeking Behavior Rating Scale (α = .77), the Emotional Stability Scale (α = .88), and Self-esteem Scale (α = .72). The results demonstrated a substantial correlation between academic help-seeking among in-school adolescents and emotional stability (r = .146; p&lt;.05), self-esteem (r = .207; p&lt;.05), and gender (r = .025; p&gt;.05) which was not significant. All the independent variables jointly contributed to academic help-seeking among in-school adolescents. Self-esteem made the most significant contribution (β = .249; t = 5.049; p&lt;0.05) to academic help-seeking followed by emotional stability (β = .198; t= 4.016; p&lt;0.05) and Gender (β = .032; t = 6676; p&gt;0.05). It was recommended that educational psychologists should assist in raising awareness and providing counseling to students who have poor or low academic help-seeking behavior.

Competence in (meta-)cognitive learning strategies during help-seeking to overcome knowledge-related difficulties

Individual learning strategies evoke (meta-)cognitive processes that enable effective goal-directed learning. Peer-directed academic help-seeking may provide new information, but related interaction processes are challenging. Applying learning strategies during help-seeking may enhance academic success. Competence in using social resources requires conditional knowledge about which strategy fits best for achieving a pursued goal. In this paper, a Situational Judgment Instrument to assess this competence and empirical data regarding the instrument’s subscales are presented. A first study with 38 undergraduates showed that organization and rehearsal were the easiest to identify correctly. Elaboration, evaluation, and argumentation on the other hand were more difficult to distinguish. In a second study with 120 first-semester students a hypothesized moderating effect of the competence on the link between help-seeking and academic success was not found. However, competence degree showed to be positively associated with students’ satisfaction but not with academic achievement. Implications for research and practice are discussed.

Research on the Relationship Between the Achievement Goal Orientation and the Academic Help-seeking

This research employed the questionnaire method to investigate the relationship between achievement goal orientation and academic help-seeking among 477 college students. The results indicate that: (1) Students with mastery approach, mastery avoidance, and performance approach goal orientations are more likely to engage in instrumental help-seeking, while students with performance avoidance goal orientation tend to engage in executive and avoidant help-seeking; (2) There is a significant difference between male and female students in instrumental and avoidant help-seeking; (3) Help-seeking behavior is determined by multiple goal orientations.

Using a Trauma Informed Approach to Encourage Academic Help-Seeking Among Ethnically Diverse Students

The curvilinear relationship between academichelp-seeking and the need for assistance is wellreported (Fong et al., 2021; Karabenick &amp; Knapp,1991). Within the help-seeking literature, the complexityof help-seeking for ethnically diverse students has beenexplained by a few studies that cite cultural differences in self-regulation in general (Fong et al., 2017).However, using a trauma-informed lens to inform thefield’s understanding of how to encourage academichelp-seeking among ethnically diverse students hasbeen largely unexplored in higher education. Byunderstanding the common factors that influence helpseeking and employing a trauma-informed approachto designing academic support services, institutionscan be better positioned to encourage adaptive helpseeking behaviors that promote student success.

Understanding students’ academic help-seeking on digital devices – a qualitative analysis

Undergraduate students are expected to regulate their learning processes and overcome knowledge-related obstacles. Academic help-seeking (HS) is a social strategy to acquire missing information or explanations. As mobile devices are a popular means for communication between students, services on those devices are of interest for computer-mediated academic HS. The goal of the presented study is to determine requirements for the design of digital services that support asking for and receiving help. The article presents students’ perspectives on the knowledge-related obstacles that cause them to seek help through computer-mediated communication via mobile devices. Moreover, it presents respondents’ perceived inhibitions about asking peers for help. Finally, the perceived technical drawbacks of popular services are outlined. Data acquired from N = 59 semi-structured interviews were analyzed using qualitative content analysis. The students reported that they experience knowledge-related obstacles while working on assignments and that they avoid HS when they are worried about social humiliation. They also reported that a messenger service was used most frequently for HS. The results are valuable for designers and practitioners in the field of computer-mediated academic HS.

Identifying university students’ online academic help-seeking patterns and their role in Internet self-efficacy

The main purposes of this study were, first, to identify Taiwanese university students’ online academic help-seeking (OAHS) patterns and further to compare their Internet self-efficacy (ISE) among the identified patterns. A total of 366 Taiwanese university students were invited to fill out two questionnaires to understand their OAHS and ISE, respectively. The results revealed that three OAHS patterns, adaptive, self-reliant, and socially-affiliated, were characterized based on the cluster analysis. The differences in the students’ various ISE dimensions among the three patterns were then compared. The adaptive students, who commonly adopted all types of OAHS behaviors, tended to be the most efficacious in the seven measured ISE dimensions. The self-reliant students, highlighting that they mainly sought help by searching for relevant information online, showed higher confidence in the ISE dimensions of “Usage,” “Application,” and “Learning” than did the socially-affiliated students (i.e., those who tended to use formal and informal queries to seek academic help online). The socially-affiliated students only showed higher confidence in sharing online information than the self-reliant students. However, in the “Communication,” “Verifying,” and “Metacognition” ISE dimensions, there were no significant differences between the socially-affiliated and self-reliant students.

Academic Help-Seeking Behaviours of Undergraduate Pharmacy Students in Saudi Arabia: Usage and Helpfulness of Resources.

Background: University students usually find it difficult to handle academic challenges by themselves and tend to seek help. Academic help seeking is defined as “a behavioral strategy that involves controlling one’s behavior and interacting socially to obtain help from other people.” Methods: A cross-sectional design was planned. An online self-administered questionnaire was used to collect data on academic help-seeking behaviours among year 5 undergraduate pharmacy students. Demographic and background information was described in terms of frequency. Their reasons for seeking academic help (five items) and factors considered for choosing academic resources (six items) used a Likert scale ranging from one (strongly disagree) to five (strongly agree). Usefulness (ten items) was rated on a five-point scale ranging from ‘very useful’ to ‘not useful at all.’ Frequency (ten items) was rated on a five-point scale ranging from ‘never’ to ‘every day.’ Results: A total of 116 pharmacy students completed the survey. The study indicated that the key reasons for seeking help were positive factors—a further improvement of one’s learning and the desire to complete a course. The resources that were most frequently used were peers, the course online portal, and online educational resources. The resources that students found most helpful were peers, the course instructor, textbooks, and online resources. Discussion and conclusion: The frequency of using a certain support resource was not mirrored by its helpfulness. Resources, including professors, teaching assistants, and textbooks, were found helpful but not frequently consulted for help. On the other hand, summaries and notes, for example, were frequently used but not particularly helpful. However, peers currently taking the course and the course management system were found to be very useful and frequently used.