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Barriers to Accessing Tutoring Services among Students Who Received a Mid-Semester Warning

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Title: Barriers to Accessing Tutoring Services among Students Who Received a Mid-Semester Warning
Language: English
Authors: Ciscell, Galen, Foley, Leslie, Luther, Kate, Howe, Robin, Gjsedal, Taylor
Source: Learning Assistance Review. Fall 2016 21(2):39-54.
Availability: National College Learning Center Association. Web site: http://www.nclca.org/tlar
Peer Reviewed: Y
Page Count: 16
Publication Date: 2016
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Undergraduate Students, At Risk Students, Academic Failure, Barriers, Help Seeking, Tutorial Programs, Peer Teaching, Social Bias, Negative Attitudes, Decision Making, Hypothesis Testing, Resistance (Psychology), Resistance to Change, Fear, Student Personnel Services, Knowledge Level, Focus Groups, Data Analysis
ISSN: 1087-0059
Abstract: For this focus group study we recruited from a population of 345 university students who had been informed of their poor academic performance in at least one course, but who had not utilized peer tutoring in the semester they received the warning, in order to determine if stigma played a role in their decision not to seek help. We learned from these students that perceived stigma does play a role, but other barriers emerged as well--personal obstacles, lack of knowledge about services, the availability of easier options, and systemic obstacles.
Abstractor: As Provided
Number of References: 20
Entry Date: 2016
Access URL: https://www.nclca.org/tlar_issues
Accession Number: EJ1114513
Database: ERIC
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  Data: Barriers to Accessing Tutoring Services among Students Who Received a Mid-Semester Warning
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  Data: <searchLink fieldCode="SO" term="%22Learning+Assistance+Review%22"><i>Learning Assistance Review</i></searchLink>. Fall 2016 21(2):39-54.
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  Data: National College Learning Center Association. Web site: http://www.nclca.org/tlar
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  Data: 1087-0059
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  Data: For this focus group study we recruited from a population of 345 university students who had been informed of their poor academic performance in at least one course, but who had not utilized peer tutoring in the semester they received the warning, in order to determine if stigma played a role in their decision not to seek help. We learned from these students that perceived stigma does play a role, but other barriers emerged as well--personal obstacles, lack of knowledge about services, the availability of easier options, and systemic obstacles.
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
        StartPage: 39
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: At Risk Students
        Type: general
      – SubjectFull: Academic Failure
        Type: general
      – SubjectFull: Barriers
        Type: general
      – SubjectFull: Help Seeking
        Type: general
      – SubjectFull: Tutorial Programs
        Type: general
      – SubjectFull: Peer Teaching
        Type: general
      – SubjectFull: Social Bias
        Type: general
      – SubjectFull: Negative Attitudes
        Type: general
      – SubjectFull: Decision Making
        Type: general
      – SubjectFull: Hypothesis Testing
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      – SubjectFull: Resistance (Psychology)
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      – SubjectFull: Resistance to Change
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      – SubjectFull: Fear
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      – SubjectFull: Student Personnel Services
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Focus Groups
        Type: general
      – SubjectFull: Data Analysis
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      – TitleFull: Barriers to Accessing Tutoring Services among Students Who Received a Mid-Semester Warning
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