Article
Predicting academic help-seeking behavior using the reasoned action model
Front. Educ.
(2019)
Abstract
Seeking help when confronted with academic difficulties is an adaptive self-regulated learning strategy that facilitates positive academic outcomes. However, many students are reluctant to seek help with academic difficulties. The current study used the Reasoned Action Model to investigate the determinants of students' intentions to utilize university-based sources of academic support. Participants (N = 125) in Study 1 responded to open-ended questions designed to identify salient behavioral, normative, and control beliefs contributing to the use of university-based academic support services. Participants (N = 176) in Study 2 completed measures to assess attitudes, perceived normative pressure, perceived behavioral control, and behavioral intentions. Normative pressure was the strongest predictor of intentions to use university-based academic support, followed by attitudes. These results suggest that interventions targeting normative and behavioral beliefs may be effective in increasing academic help-seeking.
Keywords
- theory of planned behavior,
- academic help seeking,
- multiple regression (mr),
- normative pressure,
- educational intervention
Disciplines
Publication Date
June 27, 2019
DOI
doi: 10.3389/feduc.2019.00059
Citation Information
Christopher L. Thomas and M. J. Tagler. "Predicting academic help-seeking behavior using the reasoned action model" Front. Educ. (2019) Available at: http://works.bepress.com/christopher--thomas/13/