Article: I shouldn't have helped you! When and why the student helper resents helping the peer: a qualitative inquiry Journal: International Journal of Teaching and Case Studies (IJTCS) 2023 Vol.14 No.2 pp.148 - 165 Abstract: Effective learning partly depends on students helping one another. Extant literature, however, lacks a theoretical underpinning that captures a student's transition from deciding whether to help a peer to determining whether to continue helping the peer. Hence, this study seeks to answer the following questions qualitatively. Using a grounded theory approach with an axial coding analysis, we analysed qualitative data obtained from 113 undergraduate students enrolled in a business program via NVivo 12 for Windows. Results illustrate that students help their peers because it is the right thing to do, they master the course subject, and they are asked to help. Additionally, we find that students feel used or lied to, feel a give-and-take imbalance, and receive a lower grade, they become resentful. Interestingly, resentment experienced from helping a peer reduces students' subsequent helping behaviour. This study offers recommendations to educators to alleviate resentment provoked by helping peers. Inderscience Publishers - linking academia, business and industry through research

Title: I shouldn't have helped you! When and why the student helper resents helping the peer: a qualitative inquiry

Authors: Shih Yung Chou; Niyati Kataria; Shainell Joseph; Charles Ramser

Addresses: Dillard College of Business Administration, Midwestern State University, 3410 Taft Blvd., Wichita Falls, TX 76308, USA ' Dillard College of Business Administration, Midwestern State University, 3410 Taft Blvd., Wichita Falls, TX 76308, USA ' Dillard College of Business Administration, Midwestern State University, 3410 Taft Blvd., Wichita Falls, TX 76308, USA ' Dillard College of Business Administration, Midwestern State University, 3410 Taft Blvd., Wichita Falls, TX 76308, USA

Abstract: Effective learning partly depends on students helping one another. Extant literature, however, lacks a theoretical underpinning that captures a student's transition from deciding whether to help a peer to determining whether to continue helping the peer. Hence, this study seeks to answer the following questions qualitatively. Using a grounded theory approach with an axial coding analysis, we analysed qualitative data obtained from 113 undergraduate students enrolled in a business program via NVivo 12 for Windows. Results illustrate that students help their peers because it is the right thing to do, they master the course subject, and they are asked to help. Additionally, we find that students feel used or lied to, feel a give-and-take imbalance, and receive a lower grade, they become resentful. Interestingly, resentment experienced from helping a peer reduces students' subsequent helping behaviour. This study offers recommendations to educators to alleviate resentment provoked by helping peers.

Keywords: peer helping; resentment; learning.

DOI: 10.1504/IJTCS.2023.134847

International Journal of Teaching and Case Studies, 2023 Vol.14 No.2, pp.148 - 165

Received: 17 Apr 2023
Accepted: 31 May 2023
Published online: 14 Nov 2023 *

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Title: I shouldn't have helped you! When and why the student helper resents helping the peer: a qualitative inquiry

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