Leveraging Peer-Led Workshops: How Contextual and Motivational Factors Explain Undergraduates’ Help-Seeking Behaviors

Peer-led supplemental instruction by undergraduate teaching assistants strengthens students’ achievement and motivation. Eight cohorts of undergraduates in rigorous research and statistics courses validated but also extended these findings by demonstrating how help-seeking behaviors (aka attending UTA-facilitated workshops) itself requires generating value, normalizing help-seeking, and actively working to remove contextual barriers.