Factors influencing student help-seeking behavior during crisis: a mixed-method analysis in higher education

This study investigates factors influencing academic help-seeking behavior among higher education students during crises, using a mixed-method approach to provide a comprehensive understanding. The research focuses on 387 students from Israeli institutions facing significant academic and emotional challenges during wartime. Quantitative findings highlight the central role of self-regulation strategies, particularly self-evaluation and time management, in facilitating help-seeking behavior. Hierarchical multiple regression analysis identified self-evaluation as the strongest predictor, while pressures to perform and workload perceptions had smaller yet statistically significant effects on help-seeking. A moderated mediation analysis further identified gender differences, showing that male students experiencing high workloads were less likely to seek help, whereas this effect was less pronounced among females. Qualitative insights complement these findings by categorizing influences on help-seeking behaviors into predisposing, enabling, and need factors, following Andersen's Behavioral Model. Students reported that social expectations, institutional policies, and emotional pressures significantly shaped their willingness to seek support. Barriers to help-seeking included time constraints, emotional distress such as anxiety and depression, and perceived institutional inflexibility, whereas enabling factors such as resource accessibility and time management strategies encouraged help-seeking. These findings underscore the complex interplay between academic demands, mental health, and social influences, offering actionable insights for higher education institutions. Targeted interventions that promote self-regulation strategies and address structural and cultural barriers can enhance help-seeking behavior and foster student resilience in crises.