Is Academic Self-Efficacy Enough to Activate Instrumental Peer Help-Seeking?

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Raymon Pomoy Española


Academic self-efficacy, Filipino college students, instrumental peer academic help-seeking, mediation


Academic self-efficacy (ASE) is posited as a strong determinant of adaptive academic behaviors. However, such theoretical assumption has yielded largely inconsistent empirical support when instrumental peer help-seeking is considered. This study tested 12 hypotheses, which mainly expressed that self-efficacy for self- and co-regulated learning (SESCoRL) and the selfefficacy for peer help-seeking (SEPHS) were proximal predictors of instrumental peer help-seeking. A total of 403 college students responded to a digitized self-report questionnaire. The results of structural equation modeling (SEM) with mediation in AMOS supported most of the hypotheses. The link between ASE and instrumental peer help-seeking was indeed a distant one as SESCoRL and SEPHS were found to be missing links in the chain. The results of this study could inform teachers' motivational strategies for enhancing complex self-efficacy beliefs and building learning and life skills of college students for the 21st century.


Publication History

Version of Record online: December 27, 2022

Manuscript accepted: December 19, 2022

Manuscript revised: December 24, 2022

Manuscript received: July 21, 2022

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