An Exploration of Academic Help-Seeking among Postsecondary Students: Differences by Gender and Ethnicity
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| Title: | An Exploration of Academic Help-Seeking among Postsecondary Students: Differences by Gender and Ethnicity |
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| Language: | English |
| Authors: | Stephanie Greenquist-Marlet, Linda Bol, Claire Consadine, Courtney Hill |
| Source: | Journal of Postsecondary Student Success. 2026 5(2):56-84. |
| Availability: | Center for Postsecondary Success at Florida State University. 1114 W Call Street, Tallahassee, FL 32306. Web site: https://journals.flvc.org/jpss/ |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Undergraduate Students, Graduate Students, Help Seeking, Student Behavior, Sex, Race, Intention, Behavior Patterns, Student Interests, Student Motivation, Gender Differences, Racial Differences |
| ISSN: | 2769-4879 2769-4887 |
| Abstract: | Students often struggle to employ effective learning and study strategies in postsecondary settings that challenge their academic success. These struggles can be amplified depending on student characteristics like gender and ethnicity. One way to improve their success is an awareness they may need help and how to most productively use this help. We sought to understand students' patterns of help-seeking behaviors as well as whether these patterns differed by gender and ethnicity. The researcher-developed Academic Help-Seeking Inventory (AHSI) was designed to measure academic help-seeking. Participants were 249 undergraduate and graduate students enrolled at two East Coast public universities. An exploratory factor analysis supported five scales or constructs: (a) Inclination to Seek Help, (b) Positive Task Interest/Value, (c) Negative Task Interest/Value, (d) Monitoring Need for Help, and (e) Adaptive Recording. Students scored highest on the Positive Task Interest/Value scale followed by Inclination to Seek Help. In terms of demographic differences, we found that women scored higher on monitoring when to seek help. Low task interest/value were more likely to impede help-seeking among women and Black students. Finally, Black students were more inclined to seek help compared to White students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502532 |
| Database: | ERIC |
| Abstract: | Students often struggle to employ effective learning and study strategies in postsecondary settings that challenge their academic success. These struggles can be amplified depending on student characteristics like gender and ethnicity. One way to improve their success is an awareness they may need help and how to most productively use this help. We sought to understand students' patterns of help-seeking behaviors as well as whether these patterns differed by gender and ethnicity. The researcher-developed Academic Help-Seeking Inventory (AHSI) was designed to measure academic help-seeking. Participants were 249 undergraduate and graduate students enrolled at two East Coast public universities. An exploratory factor analysis supported five scales or constructs: (a) Inclination to Seek Help, (b) Positive Task Interest/Value, (c) Negative Task Interest/Value, (d) Monitoring Need for Help, and (e) Adaptive Recording. Students scored highest on the Positive Task Interest/Value scale followed by Inclination to Seek Help. In terms of demographic differences, we found that women scored higher on monitoring when to seek help. Low task interest/value were more likely to impede help-seeking among women and Black students. Finally, Black students were more inclined to seek help compared to White students. |
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| ISSN: | 2769-4879 2769-4887 |
