Relationships Among College Students’ Academic Help-Seeking Behaviors and Performance in an Introductory Science Course (Poster 46)

• In Event: AERA Poster Session Sunday 9:50 a.m.
  In Poster Session: Social Processes and Stereotypes

Abstract

Academic help-seeking is a crucial self-regulated learning strategy for college students. However, it is often studied in a piecewise fashion, examining only one variety of help-seeking, in one place (e.g., hint use from an online learning task. Understanding help-seeking holistically across diverse settings remains a challenge. We used college students’ multichannel behavioral data to observe help-seeking behaviors across different settings and investigated their relationship with academic performance in in a science course over a semester. Analyses revealed that students who sought help in one setting sought help in others. Results also revealed that seeking structured supplemental help predicted academic success, seeking personalized support early benefits early performance, and first-generation college students and those who perform poorly early on benefit most.

Authors

• Linyu Yu, University of North Carolina - Chapel Hill

• Alaina Garland, University of North Carolina - Chapel Hill

• Hanall Sung, University of Tennessee

• Robert D Plumley, University of North Carolina - Chapel Hill

• Jeff A. Greene, University of North Carolina - Chapel Hill

• Carlton J. Fong, Texas State University

• Peter F. Halpin, University of North Carolina - Chapel Hill

• Matthew L. Bernacki, University of North Carolina - Chapel Hill