Effects of Undergraduates' Academic Self-Efficacy on Their Academic Help-Seeking Behaviors: The Mediating Effect of Professional Commitment and the Moderating Effect of Gender

2019 ◽  
Vol 60 (3) ◽  
pp. 365-371
Author(s):  
Dengfeng Xie ◽  
Zhangming Xie
Keyword(s):  
Self Efficacy ◽  
Help Seeking ◽  
Moderating Effect ◽  
Mediating Effect ◽  
Professional Commitment ◽  
Help Seeking Behaviors ◽  
Academic Help Seeking ◽  
Academic Self Efficacy ◽  
Academic Help

scholarly journals Relationship between Professional Commitment and Subjective Well-being of College Students

2021 ◽  
Vol 3 ◽  
pp. 1-12
Author(s):  
Nan Li
Keyword(s):  
Social Support ◽  
College Students ◽  
Self Efficacy ◽  
Well Being ◽  
Mediating Effect ◽  
Professional Commitment ◽  
Subjective Well Being ◽  
Moderated Mediation Model ◽  
Indirect Path ◽  
Academic Self Efficacy

In order to explore the specific influence mechanism of professional commitment on subjective Well-being, this paper makes a research questionnaire based on professional commitment scale, subjective Well-being scale, academic Self-efficacy scale and social support scale, and surveys 356 college students nationwide. The obtained data are analyzed empirically using SPSS22.0 and Amos22.0. The results show that: (1) Professional commitment and academic Self-efficacy can positively predict subjective Well-being; (2) Academic Self-efficacy has a partial mediating effect on the relationship between professional commitment and subjective Well-being; (3) The moderating effect of social support occurs in the direct path of professional commitment’s influence on subjective Well-being and the indirect path of professional commitment’s influence on academic Self-efficacy. By constructing a moderated mediation model, this study reveals the mechanism of professional commitment on subjective Well-being, and provides reference for analyzing, predicting, shaping and correcting college students’ cognition and behavior, as well as helping to solve their psychological problems.

scholarly journals Online Academic Help Seeking Behaviors and Achievement Goal Orientations of Learners in Distance Education

2020 ◽  
Author(s):  
Hasan UÇAR
Keyword(s):  
Distance Education ◽  
Help Seeking ◽  
Goal Orientations ◽  
Research Data ◽  
Achievement Goal ◽  
Achievement Goal Orientations ◽  
Help Seeking Behaviors ◽  
Academic Help Seeking ◽  
And Performance ◽  
Academic Help

The present study investigates online academic help seeking behaviors and achievement goal orientations of learners in distance education and the relationship between these factors. The research is designed as a quantitative cross-sectional survey study. The participants of the research are 358 learners who took some courses through distance education at a public university. The research data were collected through personal information form, online academic help seeking questionnaire, and achievement goal orientation scale. For the analysis of the research data and to answer the research questions of the study, descriptive statistics, t-test, and correlation analysis were used. Research findings show that learners in distance education use the Internet the most for online academic help seeking. In addition, learners applied to their friends or someone who knew the subject to seek help more frequently than their instructors. In this context, learners seek academic help from at least the faculty members, compared to others. The results also showed that, in terms of learners' achievement goal orientations, the learning-approach and performance-approach goal orientations are higher than the learning-avoidance and performance-avoidance goal orientations. In addition to these findings, a limited and positive relationship between learners’ achievement goal orientations and online academic help seeking behaviors was found. This result can be interpreted as the achievement goal orientations of learners is not a significant predictor of online academic help seeking behaviors.

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