Academic Help-seeking as a Stand-alone, Metacognitive Action: An Empirical Study of Experiences and Behaviors in Undergraduate Engineering Students

Contemporary research investigating academic help-seeking behavior (HSB) is predominantly K-12 in focus. Few studies have examined HSB within an undergraduate engineering context. Primary efforts are quantitative which, due to typical engineering demographics, limits the voice of minority constituents. The purpose of this research is to develop a rich, empirical understanding of engineering students’ lived experiences of HSB ensuring the perspective of underrepresented groups. Self-efficacy (SE) and self-theory of intelligence (STOI) were examined as inputs into HSB. This qualitative research is based on interviews of students’ perceptions and constantcomparative techniques drawn from grounded theory. A multi-approach sampling method was used to ensure varied experiences, equal gender, and ethnic diversity. Results indicate a diversity of themes related to SE and STOI as influencers to the metacognitive action of helpseeking resulting in internal conflict during a recursive HSB decision process. Additionally, results emerge casting HSB as a must-learned skill for engineering students. Gender and ethnic concerns are discussed.