Characterizing Academic Help-seeking Moods for Enrollment Performance of Institutional Online Student

Few could have anticipated the sudden and dramatic impact of COVID-19 on all aspects of life, including online academic help-seeking of institutional education. Academic help-seeking is a quite prevalent phenomenon that supports students to learn knowledge and improve academic performance. This study is aiming to understand learners and associate their performances via exploiting academic help-seeking moods with online learning of institutional education setting. Adopting the relevant theories, we propose a novel research model and identify three different online help-seeking moods, which are namely goal-directed seeker, exploratory seeker and avoidant seeker. Goal-directed seekers are described with preference for more challenging assignments and more posting on the platform discussion board frequently. Exploratory seekers hold the highest achievements during all help-seeking moods. Avoidant seekers are well-distinguished by holding the lowest frequency of posting among all moods and the most average time spent on the platform. Students have collective preferences for assignment submission in each help-seeking mood, and deviation from those preferences increases their probability of dropping academic grade significantly. To the best of our knowledge, this research is the first work that characterizes the help-seeking moods and associates moods with the enrollment performance for online education of institutional student.