Examining the Help-Seeking Behaviors of General and Organic Chemistry Students

Prior research has established that students who engage in academic help-seeking behaviors (HSBs) tend to experience stronger academic outcomes than those who do not. However, help-seeking is not a uniform behavior; different forms of help-seeking vary in effectiveness, accessibility, and alignment with course design. Furthermore, inequities within STEM learning environments may influence students’ willingness or ability to access available support. To better understand how students decide when and how to seek help, this study investigates the factors that shape help-seeking behaviors among off-sequence students in general and organic chemistry courses. Specifically, we ask: How do attitudes, subjective norms, and perceived behavioral control influence help-seeking behaviors in general and organic chemistry off-sequence students? This qualitative study is grounded in the Theory of Planned Behavior and was conducted at a large public research-intensive university in the Midwestern United States. Semi-structured interviews (N = 25) were collected across two semesters from students enrolled in General Chemistry I and Organic Chemistry I. Interview transcripts were analyzed using thematic analysis with both deductive and inductive coding approaches. Findings reveal that students often engage in help-seeking through a sequential pathway, beginning with independent study, followed by consultation with peers, then teaching assistants, and finally instructors. Peer relationships particularly friendships emerged as a critical factor that facilitated help-seeking by creating a sense of comfort, trust, and academic reciprocity. These findings highlight the relational and contextual dimensions of help-seeking in chemistry environments. Implications for course design and instructional practices that promote equitable engagement with help-seeking resources are discussed.