Self-Stigma in Academic Help-Seeking: A Comparative Study of First-Generation and Continuing-Generation University Studen

First-generation students (FGS) face unique challenges in their learning journey. Amongst, self-stigma around academic help-seeking is a significant psychological barrier. Students with high self-stigma view help-seeking as a sign of inadequacy, limiting them from accessing support when needed. This study examines differences in self-stigma in academic help-seeking between first-generation and continuing-generation students (CGS) in Hong Kong. Using an online questionnaire, this study collected data from 196 students (67.9% FGS). The results showed that compared to CGS, FGS reported significantly higher levels of self-stigma (p = .019, d = 0.36). The findings suggest that FGS may face more psychological challenges in their academic journey. Targeted interventions in reducing self-stigmas could encourage all students to utilize resources, and thus, provide equal opportunity for their academic success.