Student Identity Gaps, Perceived Instructor Communication, and Help Seeking Intentions

Student–instructor relationships play a key role in students’ academic success and well-being. Yet students who experience identity gaps in their relationships with instructors may be less willing to seek help from instructors. This study examined whether perceived immediacy and perceptions of instructor credibility mediate the relationship between student–instructor identity gaps and students’ help-seeking intentions. Undergraduate students (N = 269) at a public university in the Northwest completed a survey assessing perceived identity gaps with instructors, perceived immediacy, perceived instructor credibility, and willingness to seek help. Results indicated that perceptions of immediacy mediated the relationship between student–instructor identity gaps and willingness to seek help. Findings suggest that instructor perceptions may help mitigate the negative effects of identity gaps. Implications for instructional communication pedagogy and strategies for creating more supportive and help seeking classroom environments are discussed.