The relationship between socioeconomic status and online academic help-seeking behaviour : role of attitude, subjective norm, self-efficacy and intention
Date of Award
6-29-2024
Degree Type
Thesis
Degree Name
Doctor of Policy Studies (DPS)
First Advisor
Prof. HUANG Jing
Abstract
As the intensive integration of information technology in education, it has become increasingly common for students to utilize online resources for self-directed learning. Online academic help-seeking (OAHS) is not only recognized as a vital self-regulated learning strategy, but also acknowledged as one of the most challenging obstacles encountered by students in online learning. It requires students to master strategies for academic help-seeking such as communication skills, as well as proficiency in utilizing Internet for efficient information searching, information retrieval, information filtering and processing, and social media usage. Thanks to the rapid development of higher education in China, a wide variety of backgrounds for college students on the rise. Previous research has indicated the differences in the effectiveness of online learning and academic help-seeking behaviour among college students. However, little is known about how these differences are formed. The purpose of this study was to explore the relationship between family socioeconomic status (SES) and online academic help-seeking behaviour among college students. Current study employed online survey and structural equation modelling (SEM) to conduct quantitative analysis on the questionnaires of 357 participants. The results revealed that family socioeconomic status has an indirect effect on online academic help-seeking behaviour, and attitude, subjective norms, Internet self-efficacy and intention play serial mediating roles in this relationship (i.e., family SES>attitude>intention>OAHS). Understanding the role of socioeconomic status, attitude, subjective norm, Internet self-efficacy and intention in shaping college students’ participation in online academic help-seeking can provide insights for higher education policy makers and educators in effectively promoting students’ academic help-seeking, teacher-student interaction, and building a positive online learning environment. Observing the performance of college students from diverse family backgrounds and providing targeted support to address their specific needs can effectively mitigate disparities in higher education, thereby eliminating inequality and fostering high-quality education. This endeavour aligns not only with the objectives of the 20th National Congress of the Communist Party of China but also with the aspirations set forth in the Sustainable Development Goals.
Language
English
Copyright
The copyright of this thesis is owned by its author. Any reproduction, adaptation, distribution or dissemination of this thesis without express authorization is strictly prohibited.
Recommended Citation
Fan, Y. (2024). The relationship between socioeconomic status and online academic help-seeking behaviour: Role of attitude, subjective norm, self-efficacy and intention (doctoral thesis, Lingnan University, Hong Kong). Retrieved from https://commons.ln.edu.hk/otd_tpg/25/
