I Think I Can (Ask for Help): Analysis of a Self-Efficacy for Academic Help-Seeking Scale

• In Event: Motivation, Belonging, and Help-Seeking in Academic Contexts

Abstract

College students’ ability to seek help effectively can be a critical factor in their success. This study introduces and validates the Self-Efficacy for Academic Help-Seeking (SEAHS) scale, measuring a new construct within the self-regulated learning (SRL) framework which captures students’ confidence in their ability to ask for academic assistance. Factor analyses supported a 9-item scale with strong internal consistency. SEAHS was positively correlated with related motivational constructs and significantly predicted adaptive help-seeking and other SRL strategies. Findings suggest SEAHS captures a distinct aspect of students’ motivation and offers a valuable tool for understanding and supporting academic help-seeking.

Authors

• Jacqueline von Spiegel, The Ohio State University

• August Masonheimer, Purdue University

• Christopher A. Wolters, The Ohio State University