New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Educational Research and Methods
Academic help-seeking as a stand-alone, metacognitive action: An empirical study of experiences and behaviors in undergraduate engineering students Contemporary research investigating academic help-seeking behavior (HSB) is predominantly K-12 in focus. Few studies have examined HSB within an undergraduate engineering context. Primary efforts are quantitative which, due to typical engineering demographics, limits the voice of minority constituents. The purpose of this research is to develop a rich, empirical understanding of engineering students’ lived experiences of HSB ensuring the perspective of underrepresented groups. Self-efficacy (SE) and self-theory of intelligence (STOI) were examined as inputs into HSB. This qualitative research is based on interviews of students’ perceptions and constant-comparative techniques drawn from grounded theory. A multi-approach sampling method was used to ensure varied experiences, equal gender, and ethnic diversity. Results indicate a diversity of themes related to SE and STOI as influencers to the metacognitive action of help-seeking resulting in internal conflict during a recursive HSB decision process. Additionally, results emerge casting HSB as a must-learned skill for engineering students. Gender and ethnic concerns are discussed.
Herring, C., & Walther, J. (2016, June), Academic Help-seeking as a Stand-alone, Metacognitive Action: An Empirical Study of Experiences and Behaviors in Undergraduate Engineering Students Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.26490
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