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ERIC Number: EJ1139598
Record Type: Journal
Publication Date: 2017-Mar
Pages: 20
Abstractor: As Provided
Reference Count: 51
ISBN: N/A
ISSN: ISSN-1475-7257
Peer Assisted Study Sessions and Student Performance: The Role of Academic Engagement, Student Identity, and Statistics Self-Efficacy
Spedding, Jason; Hawkes, Amy J.; Burgess, Matthew
Psychology Learning and Teaching, v16 n1 p144-163 Mar 2017
The initial year of university is often a sensitive period for new students. Commencing students may lack the necessary skills and resources to adapt to unfamiliar learning environments. One intervention demonstrating academic benefits is Peer Assisted Study Sessions (PASS). PASS is a structured peer led study group where students collectively share knowledge and solve course-related tasks. To date there has been limited empirical exploration into "how" PASS enhances student performance outcomes. To amend this gap, the current study used both a cross-sectional (n = 264) and a matched longitudinal (n = 76) survey design, combined with PASS attendance and course performance data, to investigate three psychological mechanisms that may mediate these effects: increased academic engagement, a positive student identity, and increased statistics self-efficacy. Sampling a first-year psychology cohort enrolled in an introductory statistics course, both cross-sectional and longitudinal analyses found a positive relationship between PASS attendance and academic performance. Furthermore, self-efficacy mediated the relationship between PASS attendance and student performance.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Motivated Strategies for Learning Questionnaire