Perceived peer exclusion as predictor of student's help-seeking strategies in higher education. Differences by gender and university major.

Autor/inn/en	Zander, Lysann; Höhne, Elisabeth
Titel	Perceived peer exclusion as predictor of student's help-seeking strategies in higher education. Differences by gender and university major.
Quelle	In: Zeitschrift für Entwicklungspsychologie und pädagogische Psychologie, 53 (2021) 1-2, S. 27-41Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0049-8637; 2190-6262
DOI	10.1026/0049-8637/a000235
Schlagwörter	Peer-Beziehungen; Soziale Ausgrenzung; Vermeiden; Hilfe suchendes Verhalten; Informatik; Pädagogikstudent; Studienanfänger; Unabhängigkeit; Informatik; Abhängigkeit (Soz); Pädagogikstudent; Hochschulumwelt; Unabhängigkeit; Studienanfänger
Abstract	Feeling excluded by fellow students may be associated with lower levels of adaptive help-seeking. In a cross-sectional study, we compared self-reported help-seeking strategies (autonomy-oriented, dependency-oriented, help-seeking avoidance) among 418 college students in 25 seminar and tutorial groups in the undergraduate introductory courses of two subject domains: computer science and education. Analyses showed that, overall, students reported lower autonomy-oriented help-seeking and higher help-seeking avoidance in computer science than in education. In computer science, perceived peer exclusion predicted more help-seeking avoidance among both male and female students and less autonomy-oriented help-seeking among females. In education, however, perceived peer exclusion was a significant predictor of both male and female students' lower autonomy-oriented help-seeking. Results suggest that, in computer science, help-seeking appears to have an "image problem" signaling competence-related inferiority rather than being a form of effective self-regulated learning. Implications for enhancing adaptive help exchange cultures in computer science are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2022/2