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

Autor/inn/en	Fong, Carlton J.; Gonzales, Cassandra; Hill-Troglin Cox, Christie; Shinn, Holly B.
Titel	Academic Help-Seeking and Achievement of Postsecondary Students: A Meta-Analytic Investigation
Quelle	In: Journal of Educational Psychology, 115 (2023) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fong, Carlton J.) ORCID (Gonzales, Cassandra) ORCID (Hill-Troglin Cox, Christie) ORCID (Shinn, Holly B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000725
Schlagwörter	Help Seeking; Academic Achievement; Postsecondary Education; College Students; Grade Point Average; Grades (Scholastic); Scores; Correlation; Student Attitudes; Student Educational Objectives; Student Behavior; Educational Environment; Student Characteristics; Student Motivation; Foreign Countries; United States; Australia; Canada; China; Denmark; Africa; India; Ireland; Malaysia; Netherlands; Romania; South Africa; Slovenia; Spain; Taiwan; Turkey + Suchen Sie Ihr Suchwort? Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Schulleistung; Post-secondary education; Tertiäre Bildung; Collegestudent; Notenspiegel; Korrelation; Schülerverhalten; Student behaviour; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulische Motivation; Ausland; USA; Australien; Kanada; Dänemark; Afrika; Indien; Irland; Niederlande; Rumänien; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Slowenien; Spanien; Türkei
Abstract	Nearly all college students require some academic assistance throughout their learning experiences. Rather than a dependent act, help-seeking is a self-regulated and motivated strategy; 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, test scores) among postsecondary students in 108 studies (119 samples, N = 37,941). Findings revealed a positive association between self-reported, need-contingent help-seeking behaviors and student achievement; the average weighted correlation was very small but potentially meaningful in the long run. Furthermore, the quality of help-seeking mattered, revealing small to moderate associations of greater consequence. Specifically, and executive help-seeking were negatively correlated to achievement; instrumental help-seeking along with formal help-seeking was positively correlated with academic performance. Moreover, a few factors significantly moderated the relationship between help-seeking and achievement. Implications for research and practice will be discussed. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01