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.
Description
This article is originally published in Frontiers in Education - Educational Psychology, under a Creative Commons BY license: http://creativecommons.org/licenses/by/4.0/. DOI: https://doi.org/10.3389/feduc.2019.00059
Publisher
Frontiers in Education - Educational Psychology
Date of publication
6-27-2019
Language
english
Persistent identifier
http://hdl.handle.net/10950/2671
Document Type
Article
Recommended Citation
Thomas, Christopher and Tagler, Michael J., "Predicting Academic Help-Seeking Intentions Using the Reasoned Action Model" (2019). Education Faculty Publications and Presentations. Paper 30.
http://hdl.handle.net/10950/2671
Publisher Citation
Thomas, C. L., & Tagler, M. J. (2019). Predicting academic help-seeking intentions using the reasoned action model. Frontiers in Education, 4(59).