Do Academic Motivation and Personality Influence Which Students Benefit the Most from Peer-Assisted Study Sessions?

Autor/inn/en	Cummings, Daniel J.; Sheeran, Nicola
Titel	Do Academic Motivation and Personality Influence Which Students Benefit the Most from Peer-Assisted Study Sessions?
Quelle	In: Psychology Learning and Teaching, 18 (2019) 3, S.244-258 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sheeran, Nicola)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-7257
DOI	10.1177/1475725719840502
Schlagwörter	Personality Traits; Peer Teaching; Study; Supplementary Education; Academic Achievement; Learning Motivation; Psychology; Neurosis; Instructional Effectiveness; Educational Benefits; Foreign Countries; Measures (Individuals); Introductory Courses; Undergraduate Students; Attendance; Australia; Academic Motivation Scale + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Peer group teaching; Peer Group Teaching; Studies; Studium; Ergänzungsunterricht; Schulleistung; Motivation for studies; Lernmotivation; Psychologie; Neurose; Unterrichtserfolg; Bildungsertrag; Ausland; Messdaten; Einführungskurs; Anwesenheit; Australien
Abstract	Previous research investigating the relationship between peer-assisted study sessions (also called supplemental instruction or peer-assisted learning) and academic performance has a number of concerns. These include the lack of inclusion of important variables such as academic motivation and personality. This study (N = 233) investigated how motivation, personality, and control variables (prior subject attempts, number of university semesters completed, prior academic achievement) have an impact on the relationship between peer-assisted study sessions attendance and academic performance for psychology students. The results indicated that peer-assisted study sessions attendance predicted academic performance when controlling for academic motivation, personality, and control variables; however, the magnitude of the relationship was almost halved (r = 0.27 to ß = 0.13). Peer-assisted study sessions attendance mediated the relationship between neuroticism (?[superscript 2] = 0.04) and prior academic achievement (?[superscript 2] = 0.05) and academic performance, indicating that participants with these characteristics benefit from the sessions. Finally, adjunct peer-assisted study sessions focused on assessment items appear to be a large part of its efficacy in this sample. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01