Is Academic Self-Efficacy Enough to Activate Instrumental Peer Help-Seeking?
Main Article Content
Keywords
Academic self-efficacy, Filipino college students, instrumental peer academic help-seeking, mediation
Abstract
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
References
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Bernacki, M. L., Nokes-Malach, T. J., & Aleven, V. (2015). Examining self-efficacy during learning: Variability and relations to behavior, performance, and learning. Metacognition and Learning, 10(1), 99–117. https://doi.org/10.1007/s11409-014-9127-x
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Bandura, A. (2006b). Guide for creating self-efficacy scales. In F. Pajares, & T. Urdan (Eds.). Self-efficacy beliefs
of adolescents (pp. 307-337). Greenwich, CT: Information Age Publishing.
Bandura, A. (2006c). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182.
Bawa, P. (2018). Self-regulation, co-regulation, and feedback in the context of cross-cultural language acquisition in higher education: A conceptual approach. Journal of Research Initiatives, 4(1), 23.
Chen, I. S. (2017). Computer self-efficacy, learning performance, and the mediating role of learning engagement. Computers in Human Behavior, 72, 362–370. https://doi.org/10.1016/j.chb.2017.02.059
Chowdhury, S., & Halder, S. (2019). Motivational facilitators and barriers of adaptive academic help-seeking: A systematic review. Indian Journal of Health and WellBeing, 10(10–12), 324–333.
Chyr, W.-L., Shen, P.-D., Chiang, Y.-C., Lin, J.-B., & Tsai, C.-W. (2017). Exploring the effects of online academic
help-seeking and flipped learning on improving students’ learning. Educational Technology and Society, 20(3), 11–23.
DiDonato, N. C. (2013). Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem-solving of authentic interdisciplinary tasks. Instructional Science, 41(1), 25–47. https://doi.org/10.1007/s11251-012-9206-9
Espaňola, R. P. (2017). Structure and associations of self-efficacy for self- and co-regulated learning (SESCoRL). Unpublished paper.
Española, R. P., Sulima, J. R., Tanguihan, L. G., Retita, P. G. A., Causing, P. M., Sinaca, M. B., Caba, A. B., Vasquez, M. C. S., Delito, E. M. S., & Cavite, I. E. (2022). Building new literacies of indigenous youth and their parents and teachers: A research-community extension project. Journal of Community Development Research (Humanities and Social Sciences), 15(4), 97–109. https://doi.org/10.14456/jcdr-hs.2022.38
Fong, C. J., Gonzales, C., Hill-Troglin Cox, C., & Shinn, H. B. (2021). Academic help-seeking and achievement of postsecondary students: A meta-analytic investigation. Journal of Educational Psychology. https://doi.org/10.1037/edu0000725
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.
Funa, A., Gabay, R. A., & Deblois, E. C. (2022). Exploring Filipino preservice teachers’ online self-regulated learning skills and strategies amid the COVID-19 pandemic. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4221766
Gonida, E. N., Karabenick, S. A., Makara, K. A., & Hatzikyriakou, G. A. (2014). Perceived parent goals and student goal orientations as predictors of seeking or not seeking help: Does age matter? Learning and Instruction, 33, 120–130. https://doi.org/10.1016/j.learninstruc.2014.04.007
Gonida, E. N., Karabenick, S. A., Stamovlasis, D., Metallidou, P., & Greece, the C. (2019). Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents. High Ability Studies, 30(1–2), 147–166. https://doi.or
g/10.1080/13598139.2018.1535244
Hao, Q., Barnes, B., Wright, E., & Branch, R. M. (2017). The influence of achievement goals on online help seeking of computer science students: Achievement goals on online help seeking. British Journal of Educational Technology, 48(6), 1273–1283. https://
doi.org/10.1111/bjet.12499
Hayes, A. F. (2022). Introduction to mediation, moderation, and conditional process analysis: A regression-based
approach. Guilford Press.
Holt, L. J. (2014a). Attitudes about help-seeking mediate the relation between parent attachment and academic adjustment in first-year college students. Journal of College Student Development, 55(4), 418–423. https://doi.org/10.1353/csd.2014.0039
Holt, L. J. (2014b). Help seeking and social competence mediate the parental attachment-college student adjustment relation: Help seeking and social competence as mediators. Personal Relationships, 21(4), 640–654. https://doi.org/10.1111/pere.12055
Kaplan, J., de Montalembert, M., Laurent, P., & Fenouillet, F. (2017). ERICA– an instrument to measure individual
and collective regulation of learning. European Review of Applied Psychology, 67(2), 79–89. https://doi.org/10.1016/j.erap.2017.01.001
Karabenick, S. A., & Gonida, E. N. (2018). Academic help seeking as a self-regulated learning strategy: Current issues, future directions. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (pp. 421–433). Routledge/
Taylor & Francis Group.
Kiefer, S. M., & Shim, S. S. (2016). Academic help seeking from peers during adolescence: The role of social goals. Journal of Applied Developmental Psychology, 42, 80–88. https://doi.org/10.1016/j.appdev.2015.12.002
Kun, H. C., Jyh, C. L., & Chin, C. T. (2013). University students’ online academic help seeking: The role of
self-regulation and information commitments. The Internet and Higher Education, 16, 70-77.
Magsambol, B. (2021, July 20). Distance learning in the Philippines: A year of hits and misses. Rappler.
https://www.rappler.com/newsbreak/in-depth/distance-learning-philippines-assessment-2020-2021/
Martín-Arbós, S., Castarlenas, E., & Dueñas, J.-M. (2021). Help-seeking in an academic context: A systematic review. Sustainability, 13(8), 4460. https://doi.org/10.3390/su13084460
Meera, K., & Dustin, N. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67-72.
Mesurado, B., Cristina Richaud, M., & José Mateo, N. (2016). Engagement, flow, self-efficacy, and eustress of university students: A cross-national comparison between the Philippines and Argentina. The Journal of Psychology, 150(3), 281–299. https://doi.org/10.1
080/00223980.2015.1024595
Micari, M., & Calkins, S. (2021). Is it OK to ask? The impact of instructor openness to questions on student help-seeking and academic outcomes. Active Learning in Higher Education, 22(2), 143–157. https://doi.
org/10.1177/1469787419846620
Ng, M. (2014). Self-efficacy beliefs and academic help seeking behavior of Chinese students. Journal of Educational Sciences and Psychology, 4(1), 17–31.
Nunnally, J. (1978). Psychometric Theory. McGraw Hill.P21. (2019). Framework for 21st Century Learning. Retrieved from https://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Peeters, A., Robinson, V., & Rubie-Davies, C. (2020). Theories in use that explain adolescent help seeking and avoidance in mathematics. Journal of Educational Psychology, 112(3), 533–550. https://doi.org/10.1037/edu0000423
Reeves, P. M., & Sperling, R. A. (2015). A comparison of technologically mediated and face-to-face help seeking sources. British Journal of Educational Psychology, 85(4), 570–584. https://doi.org/10.1111/bjep.12088
Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in remote learning: Voices of Philippine university students in
the wake of COVID-19 crisis. Asian Journal of Distance Education, 15(2). https://doi.org/10.5281/zenodo.4299835
Ryan, A. M., & Shim, S. S. (2012). Changes in help seeking from peers during early adolescence: Associations
with changes in achievement and perceptions of teachers. Journal of Educational Psychology, 104(4),
1122–1134. https://doi.org/10.1037/a0027696
Schenke, K., Lam, A. C., Conley, A. M., & Karabenick, S. A. (2015). Adolescents’ help seeking in mathematics
classrooms: Relations between achievement and perceived classroom environmental influences over one school year. Contemporary Educational
Psychology, 41, 133–146. https://doi.org/10.1016/j.cedpsych.2015.01.003
Schworm, S., & Gruber, H. (2012). e-Learning in universities: Supporting help-seeking processes by instructional prompts: Supporting help-seeking in e-learning environments. British Journal of Educational Technology, 43(2), 272–281. https://doi.org/10.1111/j.1467-8535.2011.01176.x
Sideridis, G. D., & Stamovlasis, D. (2016). Instrumental help-seeking as a function of normative performance goal orientations: A “catastrophe.” Motivation and Emotion, 40(1), 82–100. https://doi.org/10.1007/s11031-015-9515-9
Shen, D., Cho, M.-H., Tsai, C.-L., & Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. The Internet and Higher Education, 19, 10–17. https://doi.org/10.1016/j.iheduc.2013.04.001
Smalley, R. T., & Hopkins, S. (2020). Social climate and help-seeking avoidance in secondary mathematics classes. The Australian Educational Researcher, 47(3), 445–476. https://doi.org/10.1007/s13384-020-00383-y
Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2019). Using multivariate statistics (7th ed.). Pearson.
Xie, D., & Xie, Z. (2019). Effects of undergraduates’ academic self-efficacy on their academic help-seeking behaviors: The mediating effect of professional commitment and the moderating effect of gender. Journal of College Student Development, 60(3), 365–371.
https://doi.org/10.1353/csd.2019.0035
Yang, Y., & Taylor, J. (2013). The role of achievement goals in online test anxiety and help-seeking. Educational
Research and Evaluation, 19(8), 651–664. https://doi.org/10.1080/13803611.2013.811086
Yang, Y., Taylor, J., & Cao, L. (2016). The 3 x 2 achievement goal model in predicting online student test anxiety and help-seeking. International Journal of E-Learning and Distance Education, 32(1), 17.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological
developments, and future prospects. American Educational Research Journal, 45(1), 166–183
Alipio, M. (2020). Predicting academic performance of college freshmen in the Philippines using psychological variables and expectancy-value beliefs to outcomes-based education: A path analysis. Education and Administration. https://doi.org/10.35542/osf.io/
pra6z
Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A Review and recommended two-step approach. Psychological Bulletin, 103(3), 411–423.
Bernacki, M. L., Nokes-Malach, T. J., & Aleven, V. (2015). Examining self-efficacy during learning: Variability and relations to behavior, performance, and learning. Metacognition and Learning, 10(1), 99–117. https://doi.org/10.1007/s11409-014-9127-x
Bandura, A. (2006a). Adolescent development from an agentic perspective. In F. Pajares, & T. Urdan (Eds.).
Self-efficacy beliefs of adolescents (pp. 1-43). Greenwich, CT: Information Age Publishing.
Bandura, A. (2006b). Guide for creating self-efficacy scales. In F. Pajares, & T. Urdan (Eds.). Self-efficacy beliefs
of adolescents (pp. 307-337). Greenwich, CT: Information Age Publishing.
Bandura, A. (2006c). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180.
Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182.
Bawa, P. (2018). Self-regulation, co-regulation, and feedback in the context of cross-cultural language acquisition in higher education: A conceptual approach. Journal of Research Initiatives, 4(1), 23.
Chen, I. S. (2017). Computer self-efficacy, learning performance, and the mediating role of learning engagement. Computers in Human Behavior, 72, 362–370. https://doi.org/10.1016/j.chb.2017.02.059
Chowdhury, S., & Halder, S. (2019). Motivational facilitators and barriers of adaptive academic help-seeking: A systematic review. Indian Journal of Health and WellBeing, 10(10–12), 324–333.
Chyr, W.-L., Shen, P.-D., Chiang, Y.-C., Lin, J.-B., & Tsai, C.-W. (2017). Exploring the effects of online academic
help-seeking and flipped learning on improving students’ learning. Educational Technology and Society, 20(3), 11–23.
DiDonato, N. C. (2013). Effective self- and co-regulation in collaborative learning groups: An analysis of how students regulate problem-solving of authentic interdisciplinary tasks. Instructional Science, 41(1), 25–47. https://doi.org/10.1007/s11251-012-9206-9
Espaňola, R. P. (2017). Structure and associations of self-efficacy for self- and co-regulated learning (SESCoRL). Unpublished paper.
Española, R. P., Sulima, J. R., Tanguihan, L. G., Retita, P. G. A., Causing, P. M., Sinaca, M. B., Caba, A. B., Vasquez, M. C. S., Delito, E. M. S., & Cavite, I. E. (2022). Building new literacies of indigenous youth and their parents and teachers: A research-community extension project. Journal of Community Development Research (Humanities and Social Sciences), 15(4), 97–109. https://doi.org/10.14456/jcdr-hs.2022.38
Fong, C. J., Gonzales, C., Hill-Troglin Cox, C., & Shinn, H. B. (2021). Academic help-seeking and achievement of postsecondary students: A meta-analytic investigation. Journal of Educational Psychology. https://doi.org/10.1037/edu0000725
Fornell, C., & Larcker, D. F. (1981). Evaluating structural equation models with unobservable variables and measurement error. Journal of Marketing Research, 18(1), 39–50.
Funa, A., Gabay, R. A., & Deblois, E. C. (2022). Exploring Filipino preservice teachers’ online self-regulated learning skills and strategies amid the COVID-19 pandemic. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.4221766
Gonida, E. N., Karabenick, S. A., Makara, K. A., & Hatzikyriakou, G. A. (2014). Perceived parent goals and student goal orientations as predictors of seeking or not seeking help: Does age matter? Learning and Instruction, 33, 120–130. https://doi.org/10.1016/j.learninstruc.2014.04.007
Gonida, E. N., Karabenick, S. A., Stamovlasis, D., Metallidou, P., & Greece, the C. (2019). Help seeking as a self-regulated learning strategy and achievement goals: The case of academically talented adolescents. High Ability Studies, 30(1–2), 147–166. https://doi.or
g/10.1080/13598139.2018.1535244
Hao, Q., Barnes, B., Wright, E., & Branch, R. M. (2017). The influence of achievement goals on online help seeking of computer science students: Achievement goals on online help seeking. British Journal of Educational Technology, 48(6), 1273–1283. https://
doi.org/10.1111/bjet.12499
Hayes, A. F. (2022). Introduction to mediation, moderation, and conditional process analysis: A regression-based
approach. Guilford Press.
Holt, L. J. (2014a). Attitudes about help-seeking mediate the relation between parent attachment and academic adjustment in first-year college students. Journal of College Student Development, 55(4), 418–423. https://doi.org/10.1353/csd.2014.0039
Holt, L. J. (2014b). Help seeking and social competence mediate the parental attachment-college student adjustment relation: Help seeking and social competence as mediators. Personal Relationships, 21(4), 640–654. https://doi.org/10.1111/pere.12055
Kaplan, J., de Montalembert, M., Laurent, P., & Fenouillet, F. (2017). ERICA– an instrument to measure individual
and collective regulation of learning. European Review of Applied Psychology, 67(2), 79–89. https://doi.org/10.1016/j.erap.2017.01.001
Karabenick, S. A., & Gonida, E. N. (2018). Academic help seeking as a self-regulated learning strategy: Current issues, future directions. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (pp. 421–433). Routledge/
Taylor & Francis Group.
Kiefer, S. M., & Shim, S. S. (2016). Academic help seeking from peers during adolescence: The role of social goals. Journal of Applied Developmental Psychology, 42, 80–88. https://doi.org/10.1016/j.appdev.2015.12.002
Kun, H. C., Jyh, C. L., & Chin, C. T. (2013). University students’ online academic help seeking: The role of
self-regulation and information commitments. The Internet and Higher Education, 16, 70-77.
Magsambol, B. (2021, July 20). Distance learning in the Philippines: A year of hits and misses. Rappler.
https://www.rappler.com/newsbreak/in-depth/distance-learning-philippines-assessment-2020-2021/
Martín-Arbós, S., Castarlenas, E., & Dueñas, J.-M. (2021). Help-seeking in an academic context: A systematic review. Sustainability, 13(8), 4460. https://doi.org/10.3390/su13084460
Meera, K., & Dustin, N. (2013). Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter? Learning and Individual Differences, 25, 67-72.
Mesurado, B., Cristina Richaud, M., & José Mateo, N. (2016). Engagement, flow, self-efficacy, and eustress of university students: A cross-national comparison between the Philippines and Argentina. The Journal of Psychology, 150(3), 281–299. https://doi.org/10.1
080/00223980.2015.1024595
Micari, M., & Calkins, S. (2021). Is it OK to ask? The impact of instructor openness to questions on student help-seeking and academic outcomes. Active Learning in Higher Education, 22(2), 143–157. https://doi.
org/10.1177/1469787419846620
Ng, M. (2014). Self-efficacy beliefs and academic help seeking behavior of Chinese students. Journal of Educational Sciences and Psychology, 4(1), 17–31.
Nunnally, J. (1978). Psychometric Theory. McGraw Hill.P21. (2019). Framework for 21st Century Learning. Retrieved from https://static.battelleforkids.org/documents/p21/P21_Framework_Brief.pdf
Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422. https://doi.org/10.3389/fpsyg.2017.00422
Peeters, A., Robinson, V., & Rubie-Davies, C. (2020). Theories in use that explain adolescent help seeking and avoidance in mathematics. Journal of Educational Psychology, 112(3), 533–550. https://doi.org/10.1037/edu0000423
Reeves, P. M., & Sperling, R. A. (2015). A comparison of technologically mediated and face-to-face help seeking sources. British Journal of Educational Psychology, 85(4), 570–584. https://doi.org/10.1111/bjep.12088
Rotas, E. E., & Cahapay, M. B. (2020). Difficulties in remote learning: Voices of Philippine university students in
the wake of COVID-19 crisis. Asian Journal of Distance Education, 15(2). https://doi.org/10.5281/zenodo.4299835
Ryan, A. M., & Shim, S. S. (2012). Changes in help seeking from peers during early adolescence: Associations
with changes in achievement and perceptions of teachers. Journal of Educational Psychology, 104(4),
1122–1134. https://doi.org/10.1037/a0027696
Schenke, K., Lam, A. C., Conley, A. M., & Karabenick, S. A. (2015). Adolescents’ help seeking in mathematics
classrooms: Relations between achievement and perceived classroom environmental influences over one school year. Contemporary Educational
Psychology, 41, 133–146. https://doi.org/10.1016/j.cedpsych.2015.01.003
Schworm, S., & Gruber, H. (2012). e-Learning in universities: Supporting help-seeking processes by instructional prompts: Supporting help-seeking in e-learning environments. British Journal of Educational Technology, 43(2), 272–281. https://doi.org/10.1111/j.1467-8535.2011.01176.x
Sideridis, G. D., & Stamovlasis, D. (2016). Instrumental help-seeking as a function of normative performance goal orientations: A “catastrophe.” Motivation and Emotion, 40(1), 82–100. https://doi.org/10.1007/s11031-015-9515-9
Shen, D., Cho, M.-H., Tsai, C.-L., & Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. The Internet and Higher Education, 19, 10–17. https://doi.org/10.1016/j.iheduc.2013.04.001
Smalley, R. T., & Hopkins, S. (2020). Social climate and help-seeking avoidance in secondary mathematics classes. The Australian Educational Researcher, 47(3), 445–476. https://doi.org/10.1007/s13384-020-00383-y
Tabachnick, B. G., Fidell, L. S., & Ullman, J. B. (2019). Using multivariate statistics (7th ed.). Pearson.
Xie, D., & Xie, Z. (2019). Effects of undergraduates’ academic self-efficacy on their academic help-seeking behaviors: The mediating effect of professional commitment and the moderating effect of gender. Journal of College Student Development, 60(3), 365–371.
https://doi.org/10.1353/csd.2019.0035
Yang, Y., & Taylor, J. (2013). The role of achievement goals in online test anxiety and help-seeking. Educational
Research and Evaluation, 19(8), 651–664. https://doi.org/10.1080/13803611.2013.811086
Yang, Y., Taylor, J., & Cao, L. (2016). The 3 x 2 achievement goal model in predicting online student test anxiety and help-seeking. International Journal of E-Learning and Distance Education, 32(1), 17.
Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological
developments, and future prospects. American Educational Research Journal, 45(1), 166–183
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Dec 27, 2022
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How to Cite
Española, R. (2022). Is Academic Self-Efficacy Enough to Activate Instrumental Peer Help-Seeking?. The Normal Lights, 16(2). https://doi.org/10.56278/tnl.v16i2.1729
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