An Assessment of the Academic Support System Available to Principles of Accounting Students

Abstract

Students from two Midwestern Universities enrolled in principles of financial accounting classes were surveyed regarding the utilization and value of the academic support system available to them. The impact of threat to self-esteem on help seeking was also explored. In addition, students were asked to rate the likelihood that various factors would hinder help-seeking opportunities. Finally, data were analyzed with respect to major to provide information on the generalizability of the findings. Students used all twelve forms of formal and informal sources of academic assistance to some extent. Some sources of help were used considerably more frequently than others. Help was sought most frequently from friends and classmates, followed by consulting instructors directly before or after class. All forms of direct contact with instructors were perceived as the most beneficial type of help available, yet these forms of help were not being utilized nearly as much as others. The majority of students enrolled in principles of accounting classes viewed help seeking as a positive way to solve a problem. Approximately 15% of the students, however, associated negativism with it. A very small percentage actually avoid seeking help and associated it with threatening their self-esteem. Convenience and circumstances that threaten self-esteem were most commonly cited as conditions likely to decrease help seeking. Differences based on major were negligible. Recommendations for increasing usage and value and mitigating students’ concerns as they relate to academic support systems are provided.