Attachment and goal orientation as predictors of university students' academic help-seeking intentions

Abstract

University students' intentions to seek help for hypothetical academic problems were examined in the context of Bartholomew's (1990) four-category attachment model (using both prototype and internal working model scores) and Elliot's (1999) model of goal orientation. Undergraduate students (N = 201; aged 18-42 years, M = 20.2) completed the Relationship Scales Questionnaire (Griffin & Bartholomew, 1994a), the Achievement Goal Questionnaire (Elliot & McGregor, 2001), and the General Help-Seeking Questionnaire (Wilson, Deane, Ciarrochi, & Rickwood, 2005). ANOVA and regression analyses revealed that internal working models of other (p = .009) and mastery-approach goal orientation (p = .013) were the best predictors of academic help-seeking among the variables tested; mastery-approach was also the best predictor of help-seeking from formal sources (p = .033). Combining attachment and goal orientation improved prediction of academic help-seeking. Inconsistencies with previous literature are noted and directions for future research are suggested.