Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies

First-year students are challenged cognitively and socially by the need to integrate into a new environment. This article investigates the role of peer students as a social resource for academic help-seeking to overcome knowledge-related difficulties. Receiving useful help may require close and regu...

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Autores principales:	Christian Schlusche, Lenka Schnaubert, Daniel Bodemer
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	higher education first-year students peer learning academic help-seeking social embeddedness group awareness Education (General) L7-991
Acceso en línea:	https://doaj.org/article/4bd863a50c4b4d8895c05de92a3cbef5
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spelling	oai:doaj.org-article:4bd863a50c4b4d8895c05de92a3cbef52021-11-12T06:41:11ZPerceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies2504-284X10.3389/feduc.2021.732587https://doaj.org/article/4bd863a50c4b4d8895c05de92a3cbef52021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/feduc.2021.732587/fullhttps://doaj.org/toc/2504-284XFirst-year students are challenged cognitively and socially by the need to integrate into a new environment. This article investigates the role of peer students as a social resource for academic help-seeking to overcome knowledge-related difficulties. Receiving useful help may require close and regular contacts (social embeddedness) as well as awareness about peer’s knowledge (group awareness). Hence, effects of social embeddedness and group awareness on academic success (i.e., achievement, satisfaction, and dropout intention) are expected to be mediated by academic help-seeking. First-semester students in science (n = 49) and engineering (n = 80) have been surveyed. Both study programs differ in occasions to form small groups, which may influence student’s aggregation of social resources. Both social embeddedness (engineering only) and group awareness (both groups) predict successful academic help-seeking. Moreover, the effect of group awareness on student satisfaction and dropout intention is partially mediated by successful academic help-seeking (engineering only). Both social variables can contribute to help-seeking behavior and student’s academic success. The results provide evidence to advice researchers and practitioners to improve academic help-seeking among students.Christian SchluscheLenka SchnaubertDaniel BodemerFrontiers Media S.A.articlehigher educationfirst-year studentspeer learningacademic help-seekingsocial embeddednessgroup awarenessEducation (General)L7-991ENFrontiers in Education, Vol 6 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	higher education first-year students peer learning academic help-seeking social embeddedness group awareness Education (General) L7-991
spellingShingle	higher education first-year students peer learning academic help-seeking social embeddedness group awareness Education (General) L7-991 Christian Schlusche Lenka Schnaubert Daniel Bodemer Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies
description	First-year students are challenged cognitively and socially by the need to integrate into a new environment. This article investigates the role of peer students as a social resource for academic help-seeking to overcome knowledge-related difficulties. Receiving useful help may require close and regular contacts (social embeddedness) as well as awareness about peer’s knowledge (group awareness). Hence, effects of social embeddedness and group awareness on academic success (i.e., achievement, satisfaction, and dropout intention) are expected to be mediated by academic help-seeking. First-semester students in science (n = 49) and engineering (n = 80) have been surveyed. Both study programs differ in occasions to form small groups, which may influence student’s aggregation of social resources. Both social embeddedness (engineering only) and group awareness (both groups) predict successful academic help-seeking. Moreover, the effect of group awareness on student satisfaction and dropout intention is partially mediated by successful academic help-seeking (engineering only). Both social variables can contribute to help-seeking behavior and student’s academic success. The results provide evidence to advice researchers and practitioners to improve academic help-seeking among students.
format	article
author	Christian Schlusche Lenka Schnaubert Daniel Bodemer
author_facet	Christian Schlusche Lenka Schnaubert Daniel Bodemer
author_sort	Christian Schlusche
title	Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies
title_short	Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies
title_full	Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies
title_fullStr	Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies
title_full_unstemmed	Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies
title_sort	perceived social resources affect help-seeking and academic outcomes in the initial phase of undergraduate studies
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/4bd863a50c4b4d8895c05de92a3cbef5
work_keys_str_mv	AT christianschlusche perceivedsocialresourcesaffecthelpseekingandacademicoutcomesintheinitialphaseofundergraduatestudies AT lenkaschnaubert perceivedsocialresourcesaffecthelpseekingandacademicoutcomesintheinitialphaseofundergraduatestudies AT danielbodemer perceivedsocialresourcesaffecthelpseekingandacademicoutcomesintheinitialphaseofundergraduatestudies
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Perceived Social Resources Affect Help-Seeking and Academic Outcomes in the Initial Phase of Undergraduate Studies

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