Academic help-seeking as a self-regulated learning strategy in adults

Identificador:  TDX:4443

Handle: https://hdl.handle.net/20.500.11797/TDX4443

Autores:  Martín Arbós, Sergi

Resumen:
Zimmerman's self-regulated learning model propases an active role for students in constructing their knowledge through a series of strategies they can apply to manage their learning satisfactorily. Among these strategies is academic help-seeking, involving seeking assistance when encountering difficulties or having doubts about class tasks. This thesis aims to enhance our understanding of this strategy, as well as its related variables and how it influences social issues such as dropout thoughts. To achieve this objective, four studies were conducted: Study I involves a systematic review ofrecen! literature; Study II describes the adaptation and validation process of a questionnaire to measure academic help-seeking; Study 111 examines the role of academic help-seeking, other variables related to self­ regulated learning, and educational and sociodemographic variables on university dropout thoughts; Study IV seeks to understand how social skills, personality traits, and decision-making styles can predict academic help-seeking. The findings contribute to the debate on academic help-seeking as a construct and provide a tool with good psychometric properties for use in research and educational practice. Additionally, it offers relevan! information for education professionals to design guidance programs to preven! dropout rates and improve the use of self-regulated learning strategies. Finally, it presents evidence for public administrations to enhance educational curricula by explicitly incorporating the development of self-regulated learning strategies.