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Findings also introduce “strategic non-help-seeking” as a deliberate decision process, emphasizing the need for culturally responsive, accessible institutional support.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Chi Minh City University of Technology and Education  \nPhuong AnhTran-Mai University of Ottawa  \nElena Tran  \nUniversity of Toronto  \nAbstract  \nThis study examines factors influencing international students’ help-seeking behaviour in Canada using the theory of planned behaviour (TPB) framework. Semi-structured interviews with 19 international students from diverse backgrounds were analyzed using thematic analysis. Findings revealed that students exhibited selective, cautious approaches whereby help-seeking preferences are domain-specific and relationally strategic, matching problems to appropriate support sources based on expertise, shared experience, and willingness to help. Our findings demonstrate how TPB operates differently in cross-cultural contexts where students navigate dual cultural frameworks, while also revealing how multiple intersecting identities compound to create unique help-seeking contexts beyond TPB’s dimensions. We introduce “strategic non-help-seeking” as a key conceptual contribution: a deliberate, rational, decision-making process whereby students actively choose not to engage with support systems based on careful evaluation of costs, benefits, and contextual constraints. Findings underscore the need for Canadian institutions to move beyond one-size-fits-all approaches and toward culturally responsive, accessible support systems recognizing international students’ diverse, intersecting needs.  \nKeywords: Canadian higher education, help-seeking behaviour, international students, social support  \nRésumé  \nCette étude examine les facteurs influençant le comportement de recherche d’aide des étudiants internationaux au Canada à l’aide du cadre de la théorie du comportement planifié(TCP) . Des entretiens semi-directifs menés auprès de 19 étudiants internationaux issus de divers horizons ont été analysés selon une approche thématique. Les résultats révèlent que les étudiants adoptent des stratégies sélectives et prudentes, leurs préférences enmatière de recherche d’aide étant à la fois spécifiques à chaque domaine et fondées sur les relations interpersonnelles. Ils associent chaque type de problème à une source de  \nCanadian Journal of Higher Education | Revue canadienne d’enseignement supérieur  \n55:4 (2025)  \nsoutien jugée appropriée selon l’expertise, l’expérience partagée et la volonté d’aider. Nosrésultats montrent que la TCP fonctionne différemment dans des contextes interculturels où les étudiants naviguent entre deux cadres culturels, tout en mettant en évidence la manière dont les identités multiples et croisées créent des contextes uniques de recherche d’aideau-delà des dimensions de la TCP. Nous introduisons la notion de « non-recherche d’aide stratégique » comme contribution conceptuelle clé : un processus délibéré et rationnel deprise de décision par lequel les étudiants choisissent consciemment de ne pas recourir aux systèmes de soutien après une évaluation minutieuse des coûts, des avantages et des contraintes contextuelles. Ces résultats soulignent la nécessité pour les établissements canadiens d’aller au-delà des approches uniformisées afin de développer des systèmes desoutien culturellement adaptés, accessibles et sensibles à la diversité des besoins et aux identités croisées des étudiants internationaux.  \nMotsclés: enseignementsupérieur canadien, comportement de recherche d’aide, étudiants internationaux, soutien social  \nINTRODUCTION  \nCanada has emerged as a leading destination for international students through key attractions, including a world-class education system, a richly multicultural environment, promising immigration pathways, inclusive communities, robust post-study work options, and exceptional quality of life (Canadian Bureau for International Education, 2024; Li et al. , 2025) . This appeal has contributed to remarkable growth in international enrolment, with student numbers","cbCaidsUZYruhm6W","https://ap.wps.com/l/cbCaidsUZYruhm6W","pdf",354603,"English","# Introduction\n# Abstract\n## Methods and framework\n## Key findings\n# Conclusion\n## Institutional implications","[{\"question\":\"How does the study explain international students’ help-seeking behaviour in Canada?\",\"answer\":\"It uses the theory of planned behaviour (TPB) to examine how students’ preferences and decisions shape when and how they seek support.\"},{\"question\":\"What does the study find about students’ approach to seeking support?\",\"answer\":\"Students use selective and cautious strategies: help-seeking preferences are domain-specific and relationally strategic, linking problems to support sources based on expertise and shared experience.\"},{\"question\":\"What is “strategic non-help-seeking,” and why is it important?\",\"answer\":\"“Strategic non-help-seeking” refers to a deliberate, rational decision process where students choose not to engage with support systems after evaluating costs, benefits, and contextual constraints.\"}]","Factors Influencing International Students’ Willingness to Seek Support in Canada | PDF"]