ERIC Number: EJ1226490
Record Type: Journal
Publication Date: 2019-Nov
Abstractor: As Provided
Predicting Peer-Assisted Study Session Attendance
Allen, Peter J.; Tonta, Kate E.; Haywood, Sophie B.; Pereira, Raphael M.; Roberts, Lynne D.
Active Learning in Higher Education, v20 n3 p249-262 Nov 2019
Peer-assisted study session attendance is associated with multiple indicators of student success. However, attendance levels are generally low. We applied an extended theory of planned behaviour model, incorporating student role identity, to the prediction of peer-assisted study session attendance. Participants were 254 undergraduate students enrolled in 24 peer-assisted study session supported units. Attitudes, subjective norms and perceived behavioural control each had a significant direct effect on attendance intentions, which had a significant direct effect on attendance. All three predictors also had significant indirect effects on attendance, mediated by intentions. After controlling for intentions, only perceived behavioural control had a significant direct effect on attendance. The model accounted for 61% and 42% of the variance in intentions and attendance, respectively. Student role identity did not improve the predictive utility of the model. Theory of planned behaviour--informed strategies for increasing peer-assisted study session attendance are recommended.
Descriptors: Peer Teaching, Study Habits, Undergraduate Students, Social Attitudes, Student Behavior, Attendance, Intention, Predictor Variables, Student Participation, Foreign Countries, Peer Influence
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Location: Australia