University students' online academic help seeking: The role of self-regulation and information commitments
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Much of the literature on help-seeking in higher education has focused on traditional face-to-face learning settings without paying enough attention to online learners.
“Much of the literature on help-seeking in higher education has focused on traditional face-to-face learning settings without paying enough attention to those online learners (Cheng et al., 2013).”
From A Systematic Review of Studies Exploring Help-Seeking Strategies in Online Learning Environments (2023) · cites this paper as Cheng et al., 2013
Learning is not self-regulated despite its importance in achievement for university students.
“(2) learning is not self-regulated despite its importance in achievement for university students (Cheng et al., 2013; Yot-Domínguez and Carlos, 2017).”
From Using version control to document genuine effort in written assignments: a protocol with examples for universities (2023) · cites this paper as Cheng et al., 2013
Cites
Becoming a Self-Regulated Learner: An Overview
Zimmerman, B. J. (2002) · Theory Into Practice · doi:10.1207/s15430421tip4102_2 · Cited by 7,305 · cited 1× · see citing works
“Self-regulated learning (SRL) refers to an active and constructive process inwhich an individual is cognitively, motivationally, and behaviorally engaged in his/ her own learning (Zimmerman, 2001, 2002).”
BackgroundA Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Pintrich, P. R. (2004) · Educational Psychology Review · doi:10.1007/s10648-004-0006-x · Cited by 3,269 · see citing works
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An Online Engagement Framework for Higher Education
(2018) · doi:10.24059/olj.v22i1.1175 · Cited by 497 · see citing works
Help-Seeking in an Academic Context: A Systematic Review
Martín-Arbós, S., Castarlenas, E., & Dueñas, J.-M. (2021) · Sustainability · doi:10.3390/su13084460 · Cited by 84 · see citing works
A Systematic Review of Studies Exploring Help-Seeking Strategies in Online Learning Environments
Yang, F., & Stefaniak, J. (2023) · Online Learning · doi:10.24059/olj.v27i1.3400 · Cited by 27 · see citing works
Jiang, X., & Yu, Z. (2025) · Interactive Learning Environments · doi:10.1080/10494820.2025.2457352 · Cited by 7 · see citing works
Orbán, L. L. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1169938 · Cited by 3 · see citing works
- Authors
- Cheng, K.-H., Liang, J.-C., & Tsai, C.-C.
- Affiliations
- National Yang Ming Chiao Tung University (TW)
- National Taiwan University of Science and Technology (TW)
- Corresponding author
- Cheng, Kun-Hung
- Venue
- The Internet and Higher Education
- Publisher
- Elsevier BV
- Published
- 2013-01
- Volume
- 16
- Pages
- 70-77
- ISSN
- 1096-7516 (ISSN-L)
- OpenAlex
- W2055812088
- Cited by
- 119
- References
- 2
- Citations by year
- 2026: 8 · 2025: 5 · 2024: 17 · 2023: 10 · 2022: 9 · 2021: 3 · 2020: 7 · 2019: 8 · 2018: 11 · 2017: 13 · 2016: 9 · 2015: 10 · 2014: 3 · 2013: 6
- FWCI
- 29.54
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Internet and Higher Education (publishedVersion)
- Funders
- National Science Council
- Topics
- Social Sciences › Education › Online and Blended Learning
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- student self-regulation, university students, informal help-seeking, mediation
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Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
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