Academic success through help-seeking behaviors among first-generation rural college students in Zhejiang province, China
First-generation college students (FGCS) represent a unique subset within the university environment, facing distinct challenges in their educational journey, particularly in seeking academic help and achieving success. While research has explored the academic experiences of FGCS, there remains a...
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| Format: | Thesis |
| Language: | en |
| Published: |
2024
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| Online Access: | http://psasir.upm.edu.my/id/eprint/122505/1/122505.pdf http://psasir.upm.edu.my/id/eprint/122505/ http://ethesis.upm.edu.my/id/eprint/18594 |
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| Summary: | First-generation college students (FGCS) represent a unique subset within the
university environment, facing distinct challenges in their educational journey,
particularly in seeking academic help and achieving success. While research has
explored the academic experiences of FGCS, there remains a limited understanding of
their help-seeking behaviors and pathways to success. This study aims to explore how
first-generation rural college students seek help to learn and achieve personal academic
success, grounded in the Theory of Planned Behavior (TPB) and Academic Help-
Seeking Theory. A case study approach was utilized, involving in-depth interviews
with 20 first-generation rural college students at a Chinese university. Each interview
lasted 60 to 90 minutes, and participants were selected through purposive sampling,
focusing on those from rural backgrounds who are the first in their families to attend
college. Data were analyzed using qualitative case study methods, ensuring validity
and reliability through triangulation and member checking. Findings indicate that firstgeneration
rural college students view academic help-seeking as crucial for success but face challenges shaped by personal and cultural attitudes. Motivations for seeking
help range from aspirations for academic excellence to overcoming obstacles.
Significant inhibitors include stigma and lack of resource awareness, which can deter
help-seeking attempts. Initial experiences with seeking help critically impact future
willingness to seek assistance. Despite difficulties, these students exhibit resilience,
developing adaptive coping strategies when help-seeking does not yield the expected
results. The study highlights the need for universities to provide targeted resources and
support, such as academic advising, tutoring, and mentoring programs tailored to the
unique needs of FGCS. Enhancing help-seeking behaviors can lead to improved
academic success. Future research should explore the role of technology in facilitating
these behaviors and investigate the long-term outcomes of successful help-seeking,
such as academic achievement, career success, and social mobility. This study
contributes to the literature by offering a comprehensive understanding of FGCS' helpseeking
behaviors and practical implications for educational institutions. |
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