The Effects of Reference Frames on Help-Seeking Intentions of College Students Using Learning Analytics Dashboards

This study investigates the impact of reference frames on reflective and adaptive help-seeking intentions among college students using Learning Analytics Dashboards within the context of self-regulated learning. The study employs an experimental design to explore how different reference frames—self-referenced, and peer-referenced—affect students' help-seeking attitudes. The participants were 121 undergraduate students in the US. Findings indicate no significant differences in help-seeking intentions across the different reference frames. There were moderate positive correlations between the help-seeking intentions, resources, and mediums.