Academic Help-Seeking and Achievement of Postsecondary Students: A Meta-Analytic Investigation
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 achievemen...
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| Veröffentlicht in: | Journal of educational psychology 2023-01, Vol.115 (1), p.1-21 |
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| creator | Fong, Carlton J. Gonzales, Cassandra Hill-Troglin Cox, Christie Shinn, Holly B. |
| description | 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.
Educational Impact and Implications StatementThis meta-analysis highlights small but meaningful (in the long run) associations between types of academic help-seeking and achievement within postsecondary student populations. Although avoidant help-seeking was negatively linked with academic performance, instrumental help-seeking, or seeking help for mastery-oriented learning, was positively related with achievement outcomes. Therefore, educators and administrators interested in college student achievement should explore ways of cultivating systems of adaptive help-seeking. To facilitate this work, our study suggests key areas to focus on, such as considering the sociocultural context and the types of help-seeking and academic outcome. |
| doi_str_mv | 10.1037/edu0000725 |
| format | Article |
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Educational Impact and Implications StatementThis meta-analysis highlights small but meaningful (in the long run) associations between types of academic help-seeking and achievement within postsecondary student populations. Although avoidant help-seeking was negatively linked with academic performance, instrumental help-seeking, or seeking help for mastery-oriented learning, was positively related with achievement outcomes. Therefore, educators and administrators interested in college student achievement should explore ways of cultivating systems of adaptive help-seeking. To facilitate this work, our study suggests key areas to focus on, such as considering the sociocultural context and the types of help-seeking and academic outcome.</description><identifier>ISSN: 0022-0663</identifier><identifier>EISSN: 1939-2176</identifier><identifier>DOI: 10.1037/edu0000725</identifier><language>eng</language><publisher>Washington: American Psychological Association</publisher><subject>Academic Achievement ; College Academic Achievement ; College Students ; Correlation ; Educational Environment ; Educational Measures ; Educational psychology ; Foreign Countries ; Grade Point Average ; Grades (Scholastic) ; Help Seeking ; Help Seeking Behavior ; Human ; Learning ; Meta Analysis ; Motivation ; Postsecondary Education ; School Learning ; Scores ; Self help ; Self-Report ; Student Attitudes ; Student Behavior ; Student Characteristics ; Student Educational Objectives ; Student Motivation ; Test Scores ; Weighted Scores</subject><ispartof>Journal of educational psychology, 2023-01, Vol.115 (1), p.1-21</ispartof><rights>2021 American Psychological Association</rights><rights>2021, American Psychological Association</rights><rights>Copyright American Psychological Association Jan 2023</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a307t-8f499d76f42a7015721d0308e6b72e9cbd6092c966a78c9b61df57001e3900d23</citedby><orcidid>0000-0001-9713-634X ; 0000-0003-4620-989X ; 0000-0002-3252-2159 ; 0000-0002-0046-0715</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,27901,27902</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1372879$$DView record in ERIC$$Hfree_for_read</backlink></links><search><contributor>Kendeou, Panayiota</contributor><creatorcontrib>Fong, Carlton J.</creatorcontrib><creatorcontrib>Gonzales, Cassandra</creatorcontrib><creatorcontrib>Hill-Troglin Cox, Christie</creatorcontrib><creatorcontrib>Shinn, Holly B.</creatorcontrib><title>Academic Help-Seeking and Achievement of Postsecondary Students: A Meta-Analytic Investigation</title><title>Journal of educational psychology</title><description>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.
Educational Impact and Implications StatementThis meta-analysis highlights small but meaningful (in the long run) associations between types of academic help-seeking and achievement within postsecondary student populations. Although avoidant help-seeking was negatively linked with academic performance, instrumental help-seeking, or seeking help for mastery-oriented learning, was positively related with achievement outcomes. Therefore, educators and administrators interested in college student achievement should explore ways of cultivating systems of adaptive help-seeking. 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Educational Impact and Implications StatementThis meta-analysis highlights small but meaningful (in the long run) associations between types of academic help-seeking and achievement within postsecondary student populations. Although avoidant help-seeking was negatively linked with academic performance, instrumental help-seeking, or seeking help for mastery-oriented learning, was positively related with achievement outcomes. Therefore, educators and administrators interested in college student achievement should explore ways of cultivating systems of adaptive help-seeking. To facilitate this work, our study suggests key areas to focus on, such as considering the sociocultural context and the types of help-seeking and academic outcome.</abstract><cop>Washington</cop><pub>American Psychological Association</pub><doi>10.1037/edu0000725</doi><tpages>21</tpages><orcidid>https://orcid.org/0000-0001-9713-634X</orcidid><orcidid>https://orcid.org/0000-0003-4620-989X</orcidid><orcidid>https://orcid.org/0000-0002-3252-2159</orcidid><orcidid>https://orcid.org/0000-0002-0046-0715</orcidid></addata></record> |
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| subjects | Academic Achievement College Academic Achievement College Students Correlation Educational Environment Educational Measures Educational psychology Foreign Countries Grade Point Average Grades (Scholastic) Help Seeking Help Seeking Behavior Human Learning Meta Analysis Motivation Postsecondary Education School Learning Scores Self help Self-Report Student Attitudes Student Behavior Student Characteristics Student Educational Objectives Student Motivation Test Scores Weighted Scores |
| title | Academic Help-Seeking and Achievement of Postsecondary Students: A Meta-Analytic Investigation |
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