Abstract
INTRODUCTION: College students often encounter challenges or ambiguity in online learning, which they cannot overcome independently, and therefore, require help. However, relatively little is known about how academic help-seeking can be supported in online contexts and about its potential benefits. The present study investigated the role of academic help-seeking in online STEM learning and its contextual antecedents. METHODS: A total of 213 college students, enrolled in an introductory Engineering course, completed an online survey. Their survey responses and academic record data were analyzed. RESULTS: Results of path analysis indicated that adaptive help-seeking was positively related to retention intention, whereas expedient help-seeking was negatively related to the choice of future courses. In addition, avoidant help-seeking was negatively related to retention intention and major declaration status and positively to disorganized studying. Results also showed that sense of belonging and environmental fixed mindset served as significant predictors of academic help-seeking. DISCUSSION: Findings indicate that academic help-seeking is related to successful online STEM learning. Therefore, fostering online learning contexts in which students perceive more sense of belonging and less environmental fixed mindset is crucial.