Zander, L.; Höhne, E.: Perceived Peer Exclusion as Predictor of Students' Help-Seeking Strategies in Higher Education: Differences by Gender and University Major. In: Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie 53 (2021), Nr. 1-2, S. 27-41. DOI: https://doi.org/10.1026/0049-8637/a000235
Abstract: | |
Feeling excluded by fellow students may be associated with lower levels of adaptive help-seeking. In a cross-sectional study, we compared self-reported help-seeking strategies (autonomy-oriented, dependency-oriented, help-seeking avoidance) among N = 418 students in 25 seminar and tutorial groups in the undergraduate introductory courses of two subject domains: computer science and education. Analyses showed that, overall, students reported lower autonomy-oriented help-seeking and higher help-seeking avoidance in computer science than in education. In computer science, perceived peer exclusion predicted more help-seeking avoidance among both male and female students and less autonomy-oriented help-seeking among females. In education, however, perceived peer exclusion was a significant predictor of both male and female students' lower autonomy-oriented help-seeking. Results suggest that, in computer science, help-seeking appears to have an "image problem" signaling competence-related inferiority rather than being a form of effective selfregulated learning. Implications for enhancing adaptive help exchange cultures in computer science are discussed. | |
License of this version: | CC BY 4.0 Unported |
Document Type: | Article |
Publishing status: | publishedVersion |
Issue Date: | 2021 |
Appears in Collections: | Philosophische Fakultät |
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