University students often face challenges when undertaking final theses. Such assessments require the utilization of various forms of assistance, including both human support and resource-based tools. This study explores the influence of student information behaviors on their decisions regarding the use of academic assistance. The study used data from a 2020 survey to assess the relationship between students’ perceived importance of various informational resources and their preferred sources of academic assistance. The author applies descriptive statistic methods and binomial logistic regression. The findings indicate that students who are familiar with specialized academic resources are more inclined to seek assistance from professional sources. These results underscore the importance of effective information literacy practices. Promotion of high-quality academic resources and information literacy education can enhance students’ engagement with professional academic support systems. This, in turn, has been shown to improve their research competencies and academic outcomes.