Relationships Among Help-Seeking, Self-Esteem, Work Avoidance and Locus Of Control: A Path Analysis
Publisher
The University of Arizona.Rights
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.Abstract
This current research tests the hypothesized structural model to explore the relationships among help-seeking goals (instrumental help-seeking and executive help-seeking), help-seeking attitude (help-seeking threat), help-seeking behavior (academic help-seeking resource use), self-esteem, locus of control, work-avoidance and academic performance (GPA) in a big model using path analysis method. Data were collected from a large Southwestern University in the U.S. All participants filled out an online survey in Spring 2016 or Fall 2017. Path analyses were used to choose a final model which in which relationships among help-seeking, self-regulated learning, and academic achievement variables were tested. Self-esteem, locus of control, and work avoidance all predicted to help-seeking attitude and goals. Those three self-regulated learning related factors also have an indirect relationship with GPA through instrumental help-seeking. This study also shows that subscribing to the instrumental help-seeking goal is a better predictor of student academic performance than actual help-seeking behavior. This study has several implications on how to form adaptive help-seeking goals and attitudes through adjusting self-esteem, locus of control, and work-avoidance. Interventions targeting these factors would not only improve help-seeking attitudes, goals, and behavior but academic performance as well.Type
textElectronic Thesis
Degree Name
M.A.Degree Level
mastersDegree Program
Graduate CollegeEducational Psychology