Help-Seeking and Help-Giving in Postsecondary Physics: The Roles of Course Context and Gender

• In Event: Learning Processes and Strategies, Motivation, and Metacognition

Abstract

Students’ intentions to major in physics were examined via survey in introductory physics courses at a major Midwestern university (N = 1074; 26% female, 74% male). Intention to major in physics was significantly related to course context and was mediated by help-seeking and help-giving strategies. Maladaptive forms of help-seeking and help-giving were shown to decrease the likelihood to major in physics across all course context variables studied. Mediations that were moderated by gender showed the possibility of a unique help-seeking/help-giving profile for males. These results provide evidence for the critical role of course context on SRL strategies in post-secondary settings and provide implications for encouraging the selection of STEM majors.

Authors

• Andrew Perry, The Ohio State University - Columbus

• Elise C. Allen, The Ohio State University - Columbus

• Shirley L. Yu, The Ohio State University

• Yeo-eun Kim, Washington University in St. Louis

• Hyewon Lee, University of California - Irvine