Thesis
Examining Proactive Help-Seeking Behavior in First-Generation College Students
Washington State University
Master of Science (MS), Washington State University
01/2022
DOI:
https://doi.org/10.7273/000004386
Handle:
https://hdl.handle.net/2376/125271
Abstract
First-generation (FG) college students (students for whom neither parent earned a bachelor’s degree) are typically less likely to interact with their professors or communicate with faculty by email or in person, compared to continuing-generation (CG) students (Kim et al., 2009; Cataldi et al., 2018). Qualitative research suggests they are less likely to seek help when they need it, and when they do seek help they are more likely to engage in passive help-seeking (e.g., waiting quietly for assistance) as opposed to proactive help-seeking (e.g., physically approaching the instructor and requesting assistance), compared to CG students (Calarco, 2018). The current study quantitatively measured general levels of help-seeking as well as proactive help-seeking in FG and CG students, and tested whether having a shared identity with a help-provider could increase proactive help-seeking behavior among FG students. Results revealed that proactive help-seeking and general help-seeking occurred at a similar rate in FG and CG students in the control condition. However, when the help-provider signaled a FG identity, FG students’ proactive help-seeking was significantly increased. Furthermore, higher levels of proactive help-seeking occurred mainly among FG students seeking non-academic help. FG faculty, staff, and student workers may want to consider self-identifying as FG to increase help-seeking behaviors among FG students struggling to navigate the college environment.
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Details
- Title
- Examining Proactive Help-Seeking Behavior in First-Generation College Students
- Creators
- Makita White
- Contributors
- Elizabeth Canning (Advisor)Renee Magnan (Committee Member)Carrie Cuttler (Committee Member)
- Awarding Institution
- Washington State University
- Academic Unit
- Psychology, Department of
- Theses and Dissertations
- Master of Science (MS), Washington State University
- Publisher
- Washington State University
- Number of pages
- 43
- Identifiers
- 99900883136001842
- Language
- English
- Resource Type
- Thesis