Academic help seeking, social academic self-efficacy and class-related emotions in university students

Abstract

A cross-sectional study examined whether (a) are there relations between academic help-seeking (BAA), social academic self-efficacy (ASA) and achievement emotions in a sample of university students (N = 433) and (b) are there gender differences across the studied variables (N=180). Partial correlations between ASA with enjoyment, hope, anxiety and shame were found (r=.19, .12, -.13, -.38; p<.05). Benefit of academic help-seeking (BBA) correlated with enjoyment, pride and shame (r=.18, .15, -.23; p<.01). Cost of academic help-seeking (CBA) correlated with enjoyment, anxiety and shame (r= -.11, .10, .58; p<.05) and threat of academic help-seeking (ABA) correlated with shame (r= .24; p<.001). Multivariate analysis of variance (MANOVA) provided gender differences (F= 4.1; p<.001). Female showed higher anger, anxiety, shame and hopelessness. On the other hand, male reported more ASA, BBA and less CBA than female. The role of these positive and negative appraisals related to interpersonal behavior and achievement emotions is discussed.

Keywords

• Academic Help-Seeking
• Social Academic Self-Efficacy
• Achievement Emotions
• Control-Value Appraisals