scholarly journals Should I ask for help? The role of motivation and help-seeking in students’ academic achievement: A path analysis model

2020 ◽  
Vol 15 (5) ◽  
pp. 1128-1145
Author(s):  
Salem Ali Salem Algharaibeh
Keyword(s):  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Path Analysis ◽  
United Arab Emirates ◽  
Help Seeking ◽  
Academic Motivation ◽  
Arab Countries ◽  
Grade Point ◽  
Academic Help Seeking ◽  
Academic Help

Abstract Academic achievement is considered as one of the major factors in the learning process, as it is one of the complex variables that have an important influence on learning. The purpose of the current study was to investigate the relationship between academic motivation, academic help-seeking and academic achievement. A total of 437 university students were selected randomly (simple random–online questionnaires) from many Arab countries (Jordan, Kingdom of Saudi Arabia, United Arab Emirates and Syria) who responded to the questionnaire on academic motivation (intrinsic, extrinsic and amotivation) and academic help-seeking (instrumental, executive, avoidance and benefits of help-seeking). Path analysis results showed direct effects from intrinsic motivation to instrumental help-seeking (0.291**), amotivation to executive help-seeking (0.709**), instrumental help-seeking to grade point average (GPA) (0.377**), executive help-seeking to GPA (−0.349**), intrinsic motivation to benefits of help-seeking (0.528**) and from amotivation to avoidance help-seeking (0.738**). Also, there were indirect effects from amotivation to GPA (−0.248**) and from intrinsic motivation to GPA (0.110**). The results illustrate the importance of academic motivation and help-seeking to provide a fuller understanding of students’ academic achievement. Keywords: Intrinsic motivation, extrinsic motivation, amotivation, instrumental help-seeking, executive help-seeking, avoidance help-seeking, benefits of help-seeking, path analysis.

scholarly journals First steps in the physician-scientist pipeline: a longitudinal study to examine the effects of an undergraduate extracurricular research programme

BMJ Open ◽  
2021 ◽  
Vol 11 (9) ◽  
pp. e048550
Author(s):  
Belinda W C Ommering ◽  
Floris M van Blankenstein ◽  
Friedo W Dekker
Keyword(s):  
Academic Achievement ◽  
Intrinsic Motivation ◽  
Self Efficacy ◽  
Medical Training ◽  
Controlled Trial ◽  
Motivational Factors ◽  
Control Group ◽  
Grade Point ◽  
Research Engagement ◽  
Physician Scientist

ObjectivesMedicine is facing a physician-scientist shortage. By offering extracurricular research programmes (ERPs), the physician-scientist training pipeline could already start in undergraduate phases of medical training. However, previous studies into the effects of ERPs are mainly retrospective and lack baseline measurements and control groups. Therefore, the current study mimics a randomised controlled trial to examine the effects of an ERP.DesignProspective cohort study with baseline measurement and comparable control group.SettingOne cohort of 315 medical undergraduates in one Dutch University Medical Center are surveyed yearly. To examine the effects of the ERP on academic achievement and motivational factors, regression analyses were used to compare ERP students to students showing ERP-interest only, adjusted for relevant baseline scores.ParticipantsOut of the 315 students of the whole cohort, 56 participated within the ERP and are thus included. These ERP students are compared with 38 students showing ERP-interest only (ie, control group).Primary outcome measureAcademic achievement after 2 years (ie, in-time bachelor completion, bachelor grade point average (GPA)) and motivational factors after 18 months (ie, intrinsic motivation for research, research self-efficacy, perceptions of research, curiosity).ResultsERP participation is related to a higher odds of obtaining a bachelor degree in the appointed amount of time (adjusted OR=2.95, 95% CI 0.83 to 10.52). Furthermore, starting the ERP resulted in higher levels of intrinsic motivation for research, also after adjusting for gender, age, first-year GPA and motivational baseline scores (β=0.33, 95% CI 0.04 to 0.63). No effect was found on research self-efficacy beliefs, perceptions of research and curiosity.ConclusionsPrevious research suggested that intrinsic motivation is related to short-term and long-term research engagement. As our findings indicate that starting the ERP is related to increased levels of intrinsic motivation for research, ERPs for undergraduates could be seen as an important first step in the physician-scientist pipeline.

African American Child and Adolescent Academic Help-Seeking: A Scoping Review

2020 ◽  
Vol 53 (1) ◽  
pp. 42-67
Author(s):  
Jennifer Davis-Bowman
Keyword(s):  
African American ◽  
Family Involvement ◽  
Help Seeking ◽  
School Achievement ◽  
African American Student ◽  
African American Child ◽  
Theoretical Frameworks ◽  
Seeking Behavior ◽  
Academic Help Seeking ◽  
Academic Help

To influence school achievement, researchers investigate student academic help-seeking. However, a growing population of students of color combined with the risk of poorer academic performance yields attention toward African American student academic help-seeking. In this review, 13 studies analyzed sampling characteristics, theoretical frameworks, and designing methodologies. Results illustrated that samples varied in terms of data collection, settings, participant characteristics, and research purpose. Also, frameworks differed with the majority of the studies referencing culture or motivation-informed theory. The methodology focused on quantitative measures of help-seeking behavior, attitude, and influencing variables. Qualitative measures showed African American students experienced help-seeking challenges, family involvement, and assumed responsibility for seeking help. Implications for research and practice are provided.

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