Cross-Cultural Examination: The Interplay of Self-Esteem and Academic Help-Seeking Among British and Chinese Students

Abstract

Academic help-seeking is a key self-regulatory strategy, yet engagement varies with cultural and contextual influences, including self-esteem and study-abroad experience. This study examined associations between self-esteem and academic help-seeking among British and Chinese postgraduate students studying at home or abroad. Of 115 participants, 99 were included after data cleaning. Participants completed self-esteem, help-seeking attitudes, and help-source preference scales. Group comparisons and correlations showed that British students reported higher self-esteem and preferences for family support, whereas Chinese students studying abroad reported the lowest self-esteem and Chinese students studying at home were more likely to seek instructor help. Self-directed resources were preferred across groups. Self-esteem was positively associated with constructive help-seeking and negatively associated with perceived threat. Results also support culturally responsive interventions, including pre-departure orientation, peer mentoring, and accessible digital support. Future longitudinal and mixed-method research is recommended to examine causal pathways and contextual influences over time.