Help-Seeking in an Academic Context: A Systematic Review
Open accessAbstract
Academic help-seeking as a learning strategy can influence academic achievement. Indeed, seeking help when needed is considered a self-regulated learning strategy that should be taken into account from the educational perspective. In this study, we review twenty-five articles published over the last 10 years that have analysed academic help-seeking in adolescents or university students. The aims of this review are to describe the relationship between academic help-seeking and other sociodemographic, educational, and psychosocial variables, and to evaluate the instruments that are used to assess academic help-seeking. Our results show that there is a lack of consensus on the structure of help-seeking as a construct. Moreover, the role of sex and age is unclear, and there is little replication in the correlational models. Further research is needed to better define the construct and compare the variables that influence academic help-seeking at different stages of education.
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In learning contexts, help-seeking is an essential component in how children acquire skills and solve abstract problems.
“and is an essential component in how children acquire skills and solve abstract problems (Martín-Arbós et al. 2021; Mathews and Mitrovi´ c 2008).”
From "You Have the Choice of Whether You're Going to Get Help or Attempt Suicide": Exploring the Process and Impact of Mental Health Help-Seeking with Young People (16–25 Years) (2025) · cites this paper as Martín-Arbós et al. 2021
The Introduction says academic help-seeking plays an important role in learning, and the review discusses its relationship with academic outcomes. It reviews adolescents and university students, however, and does not establish the more specific claim that help-seeking is essential to how children acquire skills or solve abstract problems. (LLM, conf=0.84)
Experimental — accuracy not yet measuredIn educational contexts, help-seeking is best described as an iterative and dialectical process, where learners are supported to solve problems through an easily accessed helper, sometimes over multiple episodes.
“In educational contexts, help-seeking is best described as an iterative and dialectical process, where learners are supported to solve problems through an easily accessed helper, sometimes over multiple episodes (Mathews and Mitrovi´ c 2008; Martín-Arbós et al. 2021).”
From "You Have the Choice of Whether You're Going to Get Help or Attempt Suicide": Exploring the Process and Impact of Mental Health Help-Seeking with Young People (16–25 Years) (2025) · cites this paper as Martín-Arbós et al. 2021
The Introduction (page not specified) describes academic help-seeking as a staged process in which students request assistance, receive it, and evaluate it. It also places help-seeking within a cyclical learning model. The paper does not describe help-seeking as dialectical, say that a helper is easily accessed, or establish that assistance occurs over multiple episodes. (LLM, conf=0.82)
Experimental — accuracy not yet measuredYoung people are agentic and self-regulating, engaging with cost-benefit analyses that inform decisions, and the preference for help-seeking within established informal networks can be explained by alignment with existing help-seeking skills and capabilities.
“Young people are agentic and self-regulating, engaging with costbenefit analyses that inform decisions (Martín-Arbós et al. 2021), and the preference for help-seeking within established informal networks (Lynch et al. 2023) can be explained by alignment with existing help-seeking skills and capabilities.”
From "You Have the Choice of Whether You're Going to Get Help or Attempt Suicide": Exploring the Process and Impact of Mental Health Help-Seeking with Young People (16–25 Years) (2025) · cites this paper as Martín-Arbós et al. 2021
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Experimental — accuracy not yet measuredA comparative analysis of participants' descriptions of their help-seeking processes for mental health problems with help-seeking behaviours described in educational learning help-seeking models revealed similarities.
“Acomparative analysis of participants' descriptions of their help-seeking processes for mental health problems with help-seeking behaviours described in educational learning help-seeking models (Martín-Arbós et al. 2021) revealed similarities which are detailed in Table 3.”
From "You Have the Choice of Whether You're Going to Get Help or Attempt Suicide": Exploring the Process and Impact of Mental Health Help-Seeking with Young People (16–25 Years) (2025) · cites this paper as Martín-Arbós et al. 2021
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“These patterns could be interpreted as instrumental learning actions: just enough service attendance (self-regulation) to receive support for distress (problem-focused engagement) to resume self-management (learning goal) (Mathews and Mitrovi´c 2008; Martín-Arbós et al. 2021).”
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- Authors
- Martín-Arbós, S., Castarlenas, E., & Dueñas, J.-M.
- Affiliations
- Department of Psychology, Area of Developmental and Educational Psychology, Universitat Rovira i Virgili, 43007 Tarragona, Spain
- Universitat Rovira i Virgili (ES)
- Corresponding author
- Dueñas, Jorge-Manuel
- Venue
- Sustainability
- Publisher
- MDPI AG
- Published
- 2021-04-16
- Volume
- 13
- Issue
- 8
- Pages
- 4460
- ISSN
- 2071-1050 (ISSN-L)
- OpenAlex
- W3156467727
- Cited by
- 84
- References
- 64
- Citations by year
- 2026: 17 · 2025: 24 · 2024: 19 · 2023: 16 · 2022: 8
- FWCI
- 1.76
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Licence
- Locations
- Sustainability (publishedVersion, cc-by)
- RePEc: Research Papers in Economics (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Education › Higher Education Research Studies
- Keywords
- academic help-seeking, student self-regulation, academic performance, adolescents, university students, sex differences, age differences, construct definition, psychosocial factors
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