<p><a>This</a> study aimed to investigate how the
satisfaction and frustration of 776 undergraduate STEM majors’ basic psychological
needs were related to their help seeking in a difficult course. It also
identified the factor structures of adapted measures of academic help seeking
and basic psychological needs. Factor analyses indicated that academic help
seeking showed a 4-factor structure (adaptive, expedient, avoidant), with
adaptive help seeking further distinguished based on the two sources (from the
instructor/TA and from peers). Basic psychological needs exhibited an 8-factor
structure, differentiated by whether each need (autonomy, competence, and
relatedness) was satisfied or frustrated; relatedness satisfaction and
frustration were also each differentiated by source (instructor/TA and peers).
Psychological need satisfaction explained the data better than need frustration
did in terms of both main effects and interaction effects. Interaction effects
demonstrated that one psychological need was associated with academic help
seeking through being moderated by another need or moderating a relation
between another need and academic help seeking. Particularly, psychological
need satisfaction showed some synergistic effects in that associations between
one need satisfaction and academic help seeking were stronger when another need
satisfaction was met. Implications for university educators, limitations, and
directions for the future study were discussed. </p>
| Identifer | oai:union.ndltd.org:purdue.edu/oai:figshare.com:article/12747020 |
| Date | 31 July 2020 |
| Creators | Hyejeong Oh (9192056) |
| Source Sets | Purdue University |
| Detected Language | English |
| Type | Text, Thesis |
| Rights | CC BY 4.0 |
| Relation | https://figshare.com/articles/thesis/Academic_Help_Seeking_of_Undergraduate_STEM_Students_A_Basic_Psychological_Needs_Theory_Perspective/12747020 |
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