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Home⇛Journal of Interdisciplinary Perspectives⇛vol. 3 no. 10 (2025)

Between Need and Hesitation: Analysis on the Social Factors Affecting Student Help-Seeking Behavior

Abusailan P. Akmad

Discipline: psychology (non-specific)

 

Abstract:

In academic environments, students鈥� willingness or hesitation to seek help can significantly influence both their learning outcomes and emotional well-being, yet complex factors often shape this behavior. This study analyzed the social factors affecting students鈥� help-seeking behavior in academic settings, focusing on fear of judgment and stigma, teacher approachability, and cultural and institutional norms. Employing a quantitative descriptive-correlation research approach, data were gathered through surveys that measured students鈥� perceptions related to these variables. Statistical analyses revealed a strong positive correlation between fear of judgment and cultural/institutional norms that discourage help-seeking (r = +0.660, p < 0.001). At the same time, teacher approachability showed moderate negative correlations with both fear of judgment (r = 鈥�0.318, p = 0.025) and cultural/institutional norms (r = 鈥�0.478, p < 0.001). Results indicated that students moderately agree that social stigma, peer pressure, and cultural expectations inhibit their willingness to seek help, whereas approachable and empathetic teachers significantly encourage help-seeking behaviors. The findings highlight the complex interaction between internalized social stigma, cultural values promoting self-reliance, and institutional factors such as competitive school environments that together shape students鈥� help-seeking decisions. This suggests that efforts to improve academic support should include stigma-reduction programs, culturally responsive policies, and fostering positive teacher鈥� student relationships to normalize help-seeking as a strength rather than a weakness. Creating an inclusive educational environment where students feel safe and supported in seeking assistance can enhance both their academic success and emotional well-being.



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