{"id":{"repo_id":"vt","oai_identifier":"oai:vtechworks.lib.vt.edu:10919/34507"},"canonical_url":"https://search.dev.ndltd.org/etd/vt/oai:vtechworks.lib.vt.edu:10919/34507","repository":{"repo_id":"vt","name":"Virginia Tech","base_url":"https://vtechworks.lib.vt.edu/oai/request"},"display":{"title":"The Lack of Help Seeking Among At-Risk Undergraduate Students","abstract":"Large classes are becoming inevitable at large research Universities. The sociology department at Virginia Tech University routinely offers a course with approximately 600 students. Each year approximately a sixth of those students fail the first exam. To increase the performance of at-risk students a mentoring program was created, but many did not participate. The purpose of this study is to identify factors that contribute to at-risk students choosing not to take advantage of the academic mentoring program offered in their class. A survey was received from sixty-eight students who failed the first exam, in which only thirty-seven students participated in the tutorial program. The analysis will focus on eight domains and nineteen hypotheses that might be associated with help seeking. The domains are: classroom behavior; students' self-perception; classroom practices and institutional policies; general perceptions of help seeking; history with mentors; time commitment; college demographics; and respondent demographics. Some of the major findings suggest that students' self perception; time commitment; and college demographics are related to help seeking. Findings related to the classroom practices suggest that some students do feel that the different options (withdrawal rule, dropping the course, and dropping the lowest exam grade) led to their non-enrollment in the mentoring program.","abstract_html":"Large classes are becoming inevitable at large research Universities. The sociology department at Virginia Tech University routinely offers a course with approximately 600 students. Each year approximately a sixth of those students fail the first exam. To increase the performance of at-risk students a mentoring program was created, but many did not participate. The purpose of this study is to identify factors that contribute to at-risk students choosing not to take advantage of the academic mentoring program offered in their class. A survey was received from sixty-eight students who failed the first exam, in which only thirty-seven students participated in the tutorial program. The analysis will focus on eight domains and nineteen hypotheses that might be associated with help seeking. The domains are: classroom behavior; students' self-perception; classroom practices and institutional policies; general perceptions of help seeking; history with mentors; time commitment; college demographics; and respondent demographics. Some of the major findings suggest that students' self perception; time commitment; and college demographics are related to help seeking. Findings related to the classroom practices suggest that some students do feel that the different options (withdrawal rule, dropping the course, and dropping the lowest exam grade) led to their non-enrollment in the mentoring program.","abstract_has_math":false,"creators":["James, Nicole E."],"institution":"Virginia Tech","degree_name":"Master of Science","degree_level":"masters","degree_discipline":"Sociology","degree_department":"Sociology","school":null,"contributors":[],"advisors":[],"committee_chairs":["Kershaw, Terry","Bailey, Carol A."],"committee_members":["Fuhrman, Ellsworth R."],"year":2003,"date_issued":"2003-07-25","date_published":"2003-07-25","updated_at":"2026-07-22T22:18:53Z","subjects":["Educational Design","Help Seeking","Education"],"languages":[],"rights":["In Copyright"],"rights_urls":["http://rightsstatements.org/vocab/InC/1.0/"],"identifier_entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-08132003-164239"],"render_values":[{"text":"etd-08132003-164239","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/10919/34507","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Kershaw, Terry","Bailey, Carol A."]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Fuhrman, Ellsworth R."]},{"key":"dc:contributor.department","label":"Department","values":["Sociology"]},{"key":"dc:creator","label":"Author","values":["James, Nicole E."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2014-03-14T20:43:22Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2014-03-14T20:43:22Z","2004-08-27"]},{"key":"dc:date.issued","label":"Date","values":["2003-07-25"]},{"key":"dc:publisher","label":"Institution","values":["Virginia Tech"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Sociology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Virginia Polytechnic Institute and State University"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational Design","Help Seeking","Education"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:rights","label":"Dc Rights","values":["In Copyright"]},{"key":"dc:rights.uri","label":"Rights URI","values":["http://rightsstatements.org/vocab/InC/1.0/"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["etd-08132003-164239"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/10919/34507"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Large classes are becoming inevitable at large research Universities. The sociology department at Virginia Tech University routinely offers a course with approximately 600 students. Each year approximately a sixth of those students fail the first exam. To increase the performance of at-risk students a mentoring program was created, but many did not participate. The purpose of this study is to identify factors that contribute to at-risk students choosing not to take advantage of the academic mentoring program offered in their class. A survey was received from sixty-eight students who failed the first exam, in which only thirty-seven students participated in the tutorial program. The analysis will focus on eight domains and nineteen hypotheses that might be associated with help seeking. The domains are: classroom behavior; students' self-perception; classroom practices and institutional policies; general perceptions of help seeking; history with mentors; time commitment; college demographics; and respondent demographics. Some of the major findings suggest that students' self perception; time commitment; and college demographics are related to help seeking. Findings related to the classroom practices suggest that some students do feel that the different options (withdrawal rule, dropping the course, and dropping the lowest exam grade) led to their non-enrollment in the mentoring program."]},{"key":"dc:description.degree","label":"Dc Description Degree","values":["Master of Science"]},{"key":"dc:title","label":"Title","values":["The Lack of Help Seeking Among At-Risk Undergraduate Students"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Kershaw, Terry","Bailey, Carol A."],"dc:contributor.committeemember":["Fuhrman, Ellsworth R."],"dc:contributor.department":["Sociology"],"dc:creator":["James, Nicole E."],"dc:date.accessioned":["2014-03-14T20:43:22Z"],"dc:date.available":["2014-03-14T20:43:22Z","2004-08-27"],"dc:date.issued":["2003-07-25"],"dc:description.abstract":["Large classes are becoming inevitable at large research Universities. The sociology department at Virginia Tech University routinely offers a course with approximately 600 students. Each year approximately a sixth of those students fail the first exam. To increase the performance of at-risk students a mentoring program was created, but many did not participate. The purpose of this study is to identify factors that contribute to at-risk students choosing not to take advantage of the academic mentoring program offered in their class. A survey was received from sixty-eight students who failed the first exam, in which only thirty-seven students participated in the tutorial program. The analysis will focus on eight domains and nineteen hypotheses that might be associated with help seeking. The domains are: classroom behavior; students' self-perception; classroom practices and institutional policies; general perceptions of help seeking; history with mentors; time commitment; college demographics; and respondent demographics. Some of the major findings suggest that students' self perception; time commitment; and college demographics are related to help seeking. Findings related to the classroom practices suggest that some students do feel that the different options (withdrawal rule, dropping the course, and dropping the lowest exam grade) led to their non-enrollment in the mentoring program."],"dc:description.degree":["Master of Science"],"dc:identifier.other":["etd-08132003-164239"],"dc:identifier.uri":["http://hdl.handle.net/10919/34507"],"dc:publisher":["Virginia Tech"],"dc:rights":["In Copyright"],"dc:rights.uri":["http://rightsstatements.org/vocab/InC/1.0/"],"dc:subject":["Educational Design","Help Seeking","Education"],"dc:title":["The Lack of Help Seeking Among At-Risk Undergraduate Students"],"dc:type":["Thesis"],"thesis:degree_discipline":["Sociology"],"thesis:degree_level":["masters"],"thesis:degree_name":["Master of Science"],"thesis:institution_name":["Virginia Polytechnic Institute and State University"]},"updated_at":"2026-07-22T22:18:53Z"}