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

2013 ◽  
Vol 16 ◽  
pp. 70-77 ◽  
Author(s):  
Kun-Hung Cheng ◽  
Jyh-Chong Liang ◽  
Chin-Chung Tsai
Keyword(s):  
University Students ◽  
Help Seeking ◽  
Self Regulation ◽  
Academic Help Seeking ◽  
Academic Help

Motivational Analysis of Academic Help-Seeking: Self-Determination in Adolescents' Freindship

2007 ◽  
Vol 100 (3) ◽  
pp. 1000-1012 ◽  
Author(s):  
Ryo Okada
Keyword(s):  
High School ◽  
High School Students ◽  
Help Seeking ◽  
Self Determination Theory ◽  
Self Determination ◽  
Academic Learning ◽  
School Students ◽  
Academic Help Seeking ◽  
Academic Help

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.

scholarly journals The Role of Communication Apprehension and SelfStigma of Academic Help-Seeking in Native and Nonnative English Speakers: Evidence from UK University Students

2020 ◽  
Vol 12 (3) ◽  
pp. 30
Author(s):  
Marta Sobotka ◽  
Ilhan Raman
Keyword(s):  
University Students ◽  
Global Education ◽  
Help Seeking ◽  
Communication Apprehension ◽  
Cumulative Impact ◽  
Achievement Data ◽  
Demographic Questionnaire ◽  
Residency Status ◽  
Academic Help Seeking ◽  
Academic Help

Although communication apprehension (CA) has long been reported to hinder communication skills and academic attainment, its cumulative impact on self-stigma of academic help-seeking in a global education market has nevertheless been overlooked. The present study examined the relationship between CA and self-stigma of academic help-seeking among British university students who acquired English at different stages in their lives and its impact on achievement. Data were collected from 150 students who completed the Personal Report of Communication Apprehension (PRCA-24) and the self-stigma of academic help-seeking scale together with a demographic questionnaire. Overall, the findings showed a significant relationship between CA and self-stigma of academic help-seeking while age of English acquisition, residency status and level of study were also found to have a significant effect on the level of CA. The implications of the results are discussed within the higher education provision, pedagogy and psychological frameworks.

scholarly journals Help-Seeking in an Academic Context: A Systematic Review

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.

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