Help-Seeking Matters for Online Learners Who Are Unconfident

Autor/inn/en	Broadbent, Jaclyn; Howe, Wren D. W.
Titel	Help-Seeking Matters for Online Learners Who Are Unconfident
Quelle	In: Distance Education, 44 (2023) 1, S.106-119 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Broadbent, Jaclyn) ORCID (Howe, Wren D. W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0158-7919
DOI	10.1080/01587919.2022.2155616
Schlagwörter	Foreign Countries; Electronic Learning; Distance Education; College Students; Help Seeking; Self Efficacy; Self Esteem; Academic Achievement; Learning Strategies; Correlation; Online Courses; Student Behavior; Australia + Suchen Sie Ihr Suchwort? Ausland; Distance study; Distance learning; Fernunterricht; Collegestudent; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Self-efficacy; Selbstwirksamkeit; Self-esteem; Selbstaufmerksamkeit; Schulleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Korrelation; Online course; Online-Kurs; Student behaviour; Schülerverhalten; Australien
Abstract	Online help-seeking refers to a learner's willingness to seek help in online learning environments. Counterintuitively, studies of help-seeking have found mixed results for the relationship between help-seeking and academic achievement. We hypothesized that these mixed findings might, in part, be accounted for by the confidence level of the learner. Utilizing a sample of 321 online university students (M = 32.78 years; SD = 9.53), we explored the moderating effect of self-efficacy in the help-seeking-academic achievement relationship. Aligned with the vulnerability hypothesis, when online learners were confident, they engaged in help-seeking more often than learners with low confidence. Importantly, however, when online learners were unconfident, we found that help-seeking behaviors were positively associated with academic success. Confident learners did not appear to gain any academic performance benefit from using help-seeking strategies. Our study highlights help-seeking's potential importance in improving academic success for our least confident learners, with no impact on confident learners. (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