UNDERSTANDING COLLEGE STUDENTS’ ACADEMIC HELP-SEEKING BEHAVIORS IN A SCIENCE COURSE, FROM SELF-REGULATED LEARNING PERSPECTIVES

Academic help-seeking (AHS) is an important self-regulated learning strategy for college students. However, researchers have often studied AHS in isolated contexts and relied primarily on self-reports. In this dissertation, I developed a classification of AHS behaviors in college science courses that captures evidence of help-seeking across technology-based, classroom, and campus settings. Using this framework, I investigated how student characteristics, help-seeking behaviors, and academic outcomes are related in an introductory biology course. Behavioral trace data from 456 students across two sections were analyzed using regression and latent profile models, focusing on their use of online homework platforms, discussion boards, office hours, and academic success centers. Regression analyses revealed that prior knowledge was the strongest and most consistent predictor of performance, whereas first-generation college status and greater need for help were associated with lower outcomes. Among the four types of help-seeking behaviors, use of Structured Supplemental (e.g., review sessions) and Information Search (e.g., course forums) was positively related to performance, particularly later in the semester and in Section 2. Personalized Support (e.g., one-on-one help) showed mixed effects depending on timing and section, and System-Embedded resources were not statistically significantly linked to performance. Interaction effects further indicated that less confident students and students with higher needs later in the semester benefited more from Information Search, underscoring the importance of learner characteristics.I also identified three distinct help-seeking profiles of students using latent profile analyses: Low Help-Seekers, Strategic Help Seekers, and System-Reliant Help Seekers. Strategic Help Seekers, who selectively and intensively engaged with multiple sources later in the semester, consistently outperformed the other groups on course grade and the final exam. Taken together, these findings highlight that effective help-seeking is not merely a matter of frequency but of strategic timing and diversified use of resources. I discussed theoretical implications including understanding AHS as a dynamic self-regulated learning process and practical implications including designing support structures that promote effective help-seeking. I also made recommendations for future research including capturing temporality and contextual variation in students’ help-seeking behaviors.