Academic help seeking from peers during adolescence: The role of social goals

The purpose of this study was to investigate the role that friendship motivation plays in academic help-seeking based on self-determination theory. The relations among self-determined friendship motivation, academic help-seeking, and feeling of satisfaction were examined among high school students ( N = 670) in Japan. Analyses showed that self-determined friendship motivation was associated with the academic help-seeking, which in turn was related to the feeling of satisfaction with academic learning and friendship. The role of friendship motivation in the academic setting is discussed.

Download Full-text

University students' online academic help seeking: The role of self-regulation and information commitments

The Internet and Higher Education ◽

10.1016/j.iheduc.2012.02.002 ◽

2013 ◽

Vol 16 ◽

pp. 70-77 ◽

Cited By ~ 41

Author(s):

Kun-Hung Cheng ◽

Jyh-Chong Liang ◽

Chin-Chung Tsai

Keyword(s):

University Students ◽

Help Seeking ◽

Self Regulation ◽

Academic Help Seeking ◽

Academic Help

Download Full-text

Help-Seeking in an Academic Context: A Systematic Review

Sustainability ◽

10.3390/su13084460 ◽

2021 ◽

Vol 13 (8) ◽

pp. 4460

Author(s):

Sergi Martín-Arbós ◽

Elena Castarlenas ◽

Jorge-Manuel Dueñas

Keyword(s):

Help Seeking ◽

Learning Strategy ◽

Academic Context ◽

Self Regulated Learning ◽

Seeking Help ◽

Educational Perspective ◽

Academic Help Seeking ◽

The Relationship ◽

Academic Help

Academic help-seeking as a learning strategy can influence academic achievement. Indeed, seeking help when needed is considered a self-regulated learning strategy that should be taken into account from the educational perspective. In this study, we review twenty-five articles published over the last 10 years that have analysed academic help-seeking in adolescents or university students. The aims of this review are to describe the relationship between academic help-seeking and other sociodemographic, educational, and psychosocial variables, and to evaluate the instruments that are used to assess academic help-seeking. Our results show that there is a lack of consensus on the structure of help-seeking as a construct. Moreover, the role of sex and age is unclear, and there is little replication in the correlational models. Further research is needed to better define the construct and compare the variables that influence academic help-seeking at different stages of education.

Download Full-text