A Meta-Analytic Investigation of Academic Help-Seeking and Achievement Among Postsecondary Students

• In Event: Environment, Achievement, and Self-Regulated Learning: A Discussion

Abstract

Nearly all college students require some assistance with their courses during a given academic term. Rather than a dependent act, help-seeking should be a self-regulated and mastery-oriented process; however, there are mixed findings regarding the relationship between academic help-seeking and academic achievement. Thus, the current study used meta-analytic techniques to assess the relationship between academic help-seeking variables and achievement (GPA, grades) among postsecondary students. Preliminary findings from over 60 included studies revealed a small, positive association between help-seeking (both formal and informal) and student achievement. However, the quality of help-seeking mattered: avoidant help-seeking, executive help-seeking, and help-seeking threat were moderate, negative correlates to achievement; instrumental help-seeking was moderately and positively correlated with achievement. Implications will be discussed.

Authors

• Cassandra Gonzales, Texas State University

• Carlton J. Fong, Texas State University

• Christie Hill-Troglin Cox, Texas State University

• Holly Bench Shinn, Texas State University - San Marcos