Student help-seeking attitudes and behaviors in a digital era

• Published in: International Journal of Educational Technology in Higher Education Vol. 15; no. 1; pp. 1 - 16
• Main Author: Qayyum, Adnan
• Format: Journal Article
• Language: English
• Published: Cham Springer International Publishing 10.05.2018; Springer Nature B.V; SpringerOpen
• Subjects: Attitudes; College students; Computer Appl. in Social and Behavioral Sciences; Computer Science; Computers and Education; Course Content; Digital media; Educational Environment; Educational Technology; Factor analysis; Help Seeking; Higher Education; Humanities; Information Systems Applications (incl.Internet); Law; Learning; Learning Processes; Learning Strategies; Perception; Regression analysis; Research Article; Short message service; Statistics for Social Sciences; Student attitudes; Student motivations; Students; Teachers; Technology; Thinking Skills; Student motivations; Learning strategies; Help-seeking
• ISSN: 2365-9440; 2365-9440
• DOI: 10.1186/s41239-018-0100-7

This study examines college students’ attitudes and habits for seeking academic help. Students preferences for seeking academic help via digital and non-digital technologies are identified ( N  = 438). Students’ attitudes about seeking help are also analyzed. Factor analysis results indicate six attitudinal factors motivated students to seek help from peers and instructors: students’ perceived usefulness of their peers; trust of peers; their perception of instructors; preference to work independently; overall perception of the course; and, perceived threat (i.e. sense of vulnerability about their ability). Overwhelmingly, students prefer to seek help from classmates rather than instructors. Due to the cohort model of the programs –where students take all or most their courses with the same students throughout the program– they seek help more in person than via using digital resources (texting, social media). Multiple linear regression analysis indicates that perceived threat, perception of instructors, and students’ preference to work independently, are significant in predicting whether students sought help from instructors outside of class. Implications of these findings are discussed.