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This study aimed to examine the mediating role of students’ academic help-seeking behavior in explaining the relationship between students’ social skills as motivational orientation and mathematics achievement among primary schools of Grade 8 students. Data were collected from 930 students among nine primary schools at the Dessie city administration in Ethiopia. The participant students were selected using systematic random sampling technique among selected schools. In line with the research objective, the research used correlational design in order to explain the relationship among variables. SPSS 24.0 and Smart PLS 4 were used for data analysis. The result of this study shows a significant direct positive effect of social skill on academic help-seeking behavior and mathematics achievement. Moreover, academic help-seeking behavior demonstrates a direct positive effect on mathematics achievement and plays a partial mediating role in the relationship between social skill and mathematics achievement. Thus, the findings indicated that the students’ academic help-seeking behaviors are part of the mechanism through which social skill affects students’ mathematics achievement. Accordingly, the research suggests the importance of comprehensive interventions to enhance students’ academic achievement.

Academic help-seeking as a learning strategy can influence academic achievement. Indeed, seeking help when needed is considered a self-regulated learning strategy that should be taken into account from the educational perspective. In this study, we review twenty-five articles published over the last 10 years that have analysed academic help-seeking in adolescents or university students. The aims of this review are to describe the relationship between academic help-seeking and other sociodemographic, educational, and psychosocial variables, and to evaluate the instruments that are used to assess academic help-seeking. Our results show that there is a lack of consensus on the structure of help-seeking as a construct. Moreover, the role of sex and age is unclear, and there is little replication in the correlational models. Further research is needed to better define the construct and compare the variables that influence academic help-seeking at different stages of education.

Seeking academic help has a positive impact on students’ ability to handle challenges, leading to improved academic success. As the academic landscape becomes more competitive, the importance of students seeking and using academic support is widely recognized for enhancing their learning experience and achievements. The main objective of this study is to review the prior literature that has examined the academic support provided to college students, addressing the knowledge and methods required in an academic help-seeking process. Based on a systematic literature review, this study’s data were gathered from a review of 55 documents from the 11 years between 2012 and 2022. The literature was then individually analyzed using the ATLAS.ti 22 programs. The analysis shows five central themes: (1) Defining student help-seeking; (2) Academic help-seeking and academic performance; (3) Resources of academic help-seeking; (4) Factors of academic help-seeking; (5) Academic Help Seeking Online. This study also identifies potential new directions for future research that could be useful to school administrators in developing policies to assist students with help-seeking behavior, which could have significant implications for the theoretical development and practical guidance of student help-seeking behavior.

The purpose of this study was to examine the role of students' social goal orientation and academic help seeking behavior on their mathematics achievement. Data were collected from 930 Grade 8 primary school students in Ethiopia. The data were analyzed using the Smart-PLS software, specifically the partial least squares structural equation modeling (PLS-SEM) technique. Confirmatory factor analyses confirmed the expected 2-factor structure of social goal orientation and the 3-factor structure of academic help seeking behavior. The results of structural equation modeling analyses indicated that (a) social goal orientation positively predicted both academic help-seeking behavior and mathematics achievement, and (b) academic help seeking behavior had a significant positive impact on mathematics achievement. The research highlights the importance of social goal orientations and academic help seeking behavior in order to understand students' behavior and achievement in school. Moreover, the result confirmed that students' academic help seeking behavior is more academically related behavior, which boosts learning and achievement. Therefore, the results provide evidence to suggest that researchers and practitioners should focus on improving students' social goal orientation and academic help-seeking behavior, which, in turn, would enhance their academic achievement.

Sex differences in academic behaviours have long been a concern for adolescent developmental researches. Evidences concerning sex differences in academic seeking help (AHS) behaviours are inconsistent. This paper aims to use meta-analysis to determine whether there is sex difference in AHS behaviours. After extensive retrieval and rigorous inclusion criteria, a total of 47 qualifying studies in the last two decades are identified (covering 27,149 students from grade school through to college). Several findings are standing out. Firstly, the effect size of sex differences in AHS behaviours is − 0.107 (p=0.048), indicating that school girls are more active and more adaptive in AHS behaviours than school boys. When further dividing AHS behaviours into different forms, the statistically significant sex differences are mainly embodied in instrumental HS, and no statistically significant sex differences are observed in executive HS. Secondly, the sex gap is narrowing with the increase of grade levels, but an abnormal rebound is observed in high school stage. Thirdly, there are statistically significant sex differences in instrumental HS for Asian students and executive HS for North American students. Last but not least, the sex gap reported in papers published in Chinese is smaller than that in English. These findings help to reveal the basic mechanism of sex differences in AHS behaviours and provide a basis for the development of effective AHS strategies.

Academic help-seeking behaviors, such as asking peers or instructors to clarify academic topics, are important behaviors contributing to the academic success of college students. However, environmental factors such as experiences of discrimination (e.g., exclusion, being subjected to negative stereotypes) and individual psychological factors, such as the impostor phenomenon or feelings of intellectual incompetence, may dissuade students from seeking academic help. The current study utilized social cognitive theory as a guide to investigate the relationship between perceived discrimination and academic help-seeking attitudes, as well as the indirect role of the impostor phenomenon. Survey responses from 460 racially diverse undergraduates were analyzed using confirmatory factor analyses and structural equation modeling. Results indicated that perceptions of discrimination directly and indirectly – via the impostor phenomenon – influenced academic help-seeking. Specifically, greater experiences of discrimination contributed to higher levels of the impostor phenomenon, which predicted more positive attitudes toward academic help-seeking. These findings demonstrate the influence of discrimination on academic help-seeking among a diverse sample of learners. Particularly, increased academic help-seeking may serve as a compensatory reaction to experiencing discrimination in an educational context. Implications for how institutions can better promote more equitable learning environments and theory-based interpretations of findings are discussed.

This study explored the effects of online academic help-seeking (OAHS) and flipped learning (FL) on students' development of involvement, self-efficacy, and self-directed learning. A quasi-experiment was conducted to investigate whether students' involvement, self-efficacy, and self-directed learning increases over time with intervention by OAHS, FL, and their combination. Three classes of first-year university students in a one-semester course were chosen for this empirical research. The 102 students were divided into three groups. The first group (G1, which received online OAHS and FL), and the second group (G2, which received online FL only), were the experimental groups. The last group (G3), which received the traditional teaching method in a blended course, served as the control group. The results indicate that G1 students' involvement, self-efficacy, and self-directed learning all improved under the condition of simultaneously applying OAHS and FL. In addition, this study also reveals that the application of FL alone could be helpful in G2 students' development of their involvement, self-efficacy, and self-directed learning. However, G3 students, who learned with traditional teaching method in a blended learning environment, did not have better development in their involvement, self-efficacy, and self-directed learning. Finally, the authors further discuss the implications for teachers, scholars, and schools engaged in online education.

Using information technology tools for academic help-seeking among college students has become a popular trend. In the evolutionary process between Generative Artificial Intelligence (GenAI) and traditional search engines, when students face academic challenges, do they tend to prefer ChatGPT, or are they more inclined to utilize Google? And what are the key factors influencing learners’ preference to use ChatGPT for academic help-seeking? These relevant questions merit attention. The study employed a mixed-method research design to investigate university students’ online academic help-seeking preferences. The results indicated that students tend to prefer using ChatGPT to seek academic assistance, reflecting the potential popularity of GenAI in the educational field. Additionally, in comparing seven machine learning algorithms, the Random Forest and LightGBM algorithms exhibited superior performance. These two algorithms were employed to evaluate the predictive capability of 18 potential factors. It was found that ChatGPT fluency, ChatGPT distortions, and age were the core factors influencing how university students seek academic help. Overall, this study underscores that educators should prioritize the cultivation of students’ critical thinking skills, while technical personnel should enhance the fluency and reliability of ChatGPT and Google searches, and explore the integration of chat and search functions to achieve optimal balance.

Dropout is a problematic issue in education due to its high prevalence and impact on students and society. In fact, it can limit students’ future options, and it involves a substantial cost for public budgets in most countries. This is not an easy problem to solve, since student dropout is a complex decisional process involving such factors as personal and contextual characteristics, educational variables, and psychosocial aspects. Very few studies have examined whether sociodemographic and psycho-educational variables affect educational dropout at different academic levels. For this reason, the present study aims to provide a better understanding of the role of several variables (age, academic results, gender, sexual orientation, academic help-seeking, academic self-efficacy, and planning as a strategy to cope with academic stress) in educational dropout thoughts in a sample of 759 students resident in Spain (age: M  = 22.91, 74.0% women). Regression analyses showed that dropout thoughts were significantly predicted by academic results, planning, sexual orientation, academic self-efficacy, and academic help-seeking. Agreements and discrepancies with previous research are discussed. The results of the current study can be used by educators, policy makers and institutions to develop programmes to reduce student dropout by enhancing self-regulated learning strategies.