"I've had to swallow my pride": help seeking and self-esteem

Sue Clegg, Sally Bradley, Karen Smith

    Research output: Contribution to journalArticlepeer-review

    46 Citations (Scopus)


    One of the paradoxes confronting higher education teachers and other staff supporting students is that despite their perception that they offer students opportunities for support, students do not take advantage of them. Our research was based on the desire to understand the ways students cope and what resources they draw on. To this end, we interviewed students from a range of backgrounds and courses. We famed our analysis in terms of situated self‐esteem because the data revealed the strength of students' personal projects, together with clear evidence of the complexities of help seeking. Situated self‐esteem concerns proper and measured judgements about the self and the ability to cope rather than conceptualizing esteem in a therapeutic framework. We conclude by considering the ways in which institutional support for learning and teaching might strengthen students' resources, not undermine them
    Original languageEnglish
    Pages (from-to)101-113
    JournalHigher Education Research and Development
    Issue number2
    Publication statusPublished - 2006


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