Universities admit increasingly diverse student cohorts with varying academic entry standards. To address students’ varying academic prerequisites, academic support services ‒ such as literacy and numeracy support ‒ are offered to ensure student success. However, students often do not engage. Aimed at mapping variables related to a student’s decision to seek academic help in order to identify gaps, this systematic scoping review informs future research and supports the provision of academic support services for diverse student cohorts. As recent research does not provide sufficient evidence, the areas of psychological, physiological and help‐seeking in career counselling were included. Informed by the Theory of Planned Behaviour (TPB), database and reference list searches were conducted for age, gender, nationality and cultural background, acculturation, stigma, socioeconomic status, educational background, help‐seeking experience, perceived behavioural control, attitudes, locus of control, personality and subjective norms, and 168 primary research studies were included in the review. Studies were selected based on their publication year, and the context and the variables examined. Information from the studies was systematically entered into a database and organised. Findings show that gender, stigma, help‐seeking experience, attitudes and subjective norms are crucial for help‐seeking in general. More specifically, gender, age, cultural background and personality seem to be related to academic help‐seeking and should therefore be considered when evaluating or designing academic support services. Although other variables were examined in some studies, no trends could be identified for these due to ambivalent results, indicating that the variables related to academic help‐seeking may depend on the context. This review also revealed that there are gaps that should be addressed in future research concerning academic help‐seeking behaviour, while at the same time, if possible, including all variables identified in this review.

中文翻译：

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与高等教育的学术寻求行为相关的变量-多学科视角的发现

大学接纳越来越多的具有不同学术入学标准的学生群体。为了满足学生不断变化的学习先决条件，提供了学术支持服务‒，例如识字和计算能力‒，以确保学生取得成功。但是，学生通常不参与。旨在绘制与学生决定寻求学术帮助以找出差距有关的变量，此系统的范围界定审查为将来的研究提供了信息，并支持为不同的学生群体提供学术支持服务。由于最近的研究未能提供足够的证据，因此将职业咨询中的心理，生理和寻求帮助的领域也包括在内。根据计划行为理论（TPB）的信息，对年龄，性别，国籍和文化背景进行了数据库和参考列表搜索，评价包括文化适应，污名，社会经济地位，教育背景，寻求帮助的经验，感知的行为控制，态度，控制源，人格和主观规范以及168项主要研究。根据研究的发表年份，研究背景和变量对研究进行选择。研究的信息被系统地输入数据库并组织起来。研究结果表明，性别，污名，寻求帮助的经历，态度和主观规范对于总体而言至关重要。更具体地说，性别，年龄，文化背景和个性似乎与寻求学业有关，因此在评估或设计学业支持服务时应予以考虑。尽管在某些研究中还检查了其他变量，由于结果不一致，无法确定这些趋势，这表明与学术寻求帮助有关的变量可能取决于环境。这项审查还显示，在未来的研究中，与学术寻求行为有关的差距应予以解决，同时，如果可能的话，同时包括本次审查中确定的所有变量。