The relations between self-perceptions of intellectual ability, scholastic competence, and social acceptability (as measured by the SPPCS, with higher scores reflecting more positive self-perceptions in these areas) and reported willingness to seek help were examined separately for each type of written hypothetical situation (negative response from professor vs.
Scores on the SPPCS Intellectual Ability subscale (high scores = positive perception of one's intellectual ability) were compared for students who had sought help in the past and those who had not.
Scores on the Scholastic Competence subscale of the SPPCS (high scores reflect more positive perceptions of one's scholastic competence) were compared for students who had sought help in the past and those who had not.
Instructions on the Student Questionnaire described the purpose of the SPPCS (to acquire data that the college will use to provide a quality educational experience for students), assured the students that all responses would be confidential and guaranteed the right to refuse to participate or choose not to answer a question.
The SPPCS also measured the importance of each of the 12 domains to the student, and assessed the influence of 5 sources of social support on the student's self-concept.
I thank the Advisors in the College Orientation course for suggestions during the design of the study and for administering the SPPCS to the students in their section, and all those who agreed to participate in the research.