Brief Research Report: Sense of Belonging and Academic Help-Seeking as Self-Regulated Learning
By Sungjun Won, Lauren C. Hensley, C. Wolters. Journal of Experimental Education, 2019
107 citations recorded by the source corpus.
Abstract Academic help-seeking is a self-regulatory strategy that can have an important influence on students’ learning and achievement. The primary goal of the present study was to investigate whether college students’ sense of belonging could be used to understand their academic help-seeking. In addition, two aspects of motivation, self-efficacy for self-regulated learning and utility value, were examined as predictors of adaptive and expedient help-seeking strategies within an integrative model. College students (N = 307) completed two online self-report surveys that assessed sense of belonging, motivation, and help-seeking. Results of structural equation modeling showed that sense of belonging significantly predicted reported use of adaptive help-seeking strategies, even when accounting for students’ motivation. Self-efficacy for self-regulated learning also positively predicted adaptive help-seeking strategies, whereas utility value negatively predicted expedient help-seeking strategies. Findings support the conclusion that college students’ perceptions of their social contexts inform if and how they seek help with their learning.
Subfields: Clinical Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/4186c5e68302aaa727cb29b015b860a38e3e118e
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Citations in the corpus
- Loneliness, college belongingness, subjective vitality, and psychological adjustment during coronavirus pandemic: Development of the College Belongingness Questionnaire (2020, background): “College students with a high sense of belonging also reported more effective adaptive help-seeking strategies (Won et al., 2019), fewer psychological difficulties (Pittman & Richmond, 2007; Thompson et al., 2019) and loneliness (Mounts, 2004), and higher affective well-being (Çivitci, 2014).”