Barriers to Academic Help-Seeking: The Relationship with Gender-Typed Attitudes

Autor/inn/en	Brown, Denise; Barry, John A.; Todd, Brenda K.
Titel	Barriers to Academic Help-Seeking: The Relationship with Gender-Typed Attitudes
Quelle	In: Journal of Further and Higher Education, 45 (2021) 3, S.401-416 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Todd, Brenda K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2020.1774049
Schlagwörter	Barriers; Help Seeking; Academic Support Services; Academic Achievement; Correlation; Gender Differences; Sex Role; Masculinity; Femininity; Student Attitudes; Undergraduate Students; Foreign Countries; United Kingdom (London); United Kingdom (England) + Suchen Sie Ihr Suchwort? Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Schulleistung; Korrelation; Geschlechterkonflikt; Geschlechterrolle; Männlichkeit; Femaleness; Weiblichkeit; Schülerverhalten; Ausland
Abstract	In recent years, male students at UK schools and universities have been falling behind their female peers in academic achievement. Previous studies have shown that male students are less likely than female students to seek academic help, but have not investigated the relationship between gender-typical attitudes and reluctance to seek academic help. In the present study, 162 students at six UK universities completed the Help-Seeking Scales and the Traditional Gender Script Questionnaire. Data from this survey were analysed using MANOVA and multiple linear regression. The main findings were that reluctance to seek help was predicted by higher scores on the masculine gender script subscale "Mastery and Control" of feelings for both male ([beta] =0.448, p <0.01) and female students ([beta] = 0.497, p < 0.001). For male participants, being a "Fighter" and "a Winner" also predicted reluctance to seek help ([beta] = -0.322, p < 0.05) whereas, for female students, greater help-seeking was associated with more interest in creating "Family Harmony" ([beta] = -0.272, p < 0.05). These findings suggest that the help-seeking behaviour of both male and female students is related to specific gender-typical attitudes. We suggest that awareness of these attitudes can serve to inform educational practice by facilitating access to academic assistance and encouraging all students to seek academic help. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01