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| Autor/inn/en | Xie, Dengfeng; Xie, Zhangming |
|---|---|
| Titel | Effects of Undergraduates' Academic Self-Efficacy on Their Academic Help-Seeking Behaviors: The Mediating Effect of Professional Commitment and the Moderating Effect of Gender |
| Quelle | In: Journal of College Student Development, 60 (2019) 3, S.365-371 (7 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0897-5264 |
| Schlagwörter | Instructional Effectiveness; Undergraduate Students; Self Efficacy; Help Seeking; Gender Differences; Sex Role; Student Behavior; Student Surveys; Foreign Countries; Correlation; Work Attitudes; China |
| Abstract | When learners perceive they cannot master what they are trying to learn, they should seek assistance from others who can help them; however, an increasing number of undergraduates are unable to seek help effectively (Kun, Jyh, & Chin, 2013). Self-efficacy has a significant influence on whether individuals are able to deal with a difficult situation. For example, learners with high self-efficacy know whom to ask for help to attain better academic performance (Meera & Dustin, 2013). Professional commitment, which refers to one's attitude towards one's profession (Lian, Yang, & Wu, 2005), is an important determinant of whether or not students actively learn. It acts as a positive emotion and attitude that has a significant correlation with academic self-efficacy (Meera & Dustin, 2013). Gender also has a significant influence on academic self-efficacy and help-seeking (Drago, Rheinheimer, & Detweiler, 2018). The theory of gender roles proposes that female social behavior is based on interpersonal relationships, and thus, it is plausible to assume that the association between academic self-efficacy and help-seeking may be stronger among women than men (Addis & Mahalik, 2003); however, there is a gap in the research literature about the moderating role of gender on their association. As a result, the authors expected gender to play a moderating role in the association between academic self-efficacy and academic help-seeking. Five hundred fifty-nine university students in China responded to the survey used in this study. The participants completed a battery of scales, including an 8-item Academic Self-efficacy Survey. As predicted, executive help-seeking and avoidance of help-seeking were negatively correlated with academic self-efficacy and professional commitment, whereas instrumental help-seeking was positively correlated with both of these variables; however, gender was not significantly correlated with any of the other variables, so it was not implicated in the links among them. (ERIC). |
| Anmerkungen | Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: jlorder@jhupress.jhu.edu; Web site: http://www.press.jhu.edu/journals/subscribe.html |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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