In-Group and Role Identity Influences on the Initiation and Maintenance of Students' Voluntary Attendance at Peer Study Sessions for Statistics

Autor/inn/en	White, Katherine M.; O'Connor, Erin L.; Hamilton, Kyra
Titel	In-Group and Role Identity Influences on the Initiation and Maintenance of Students' Voluntary Attendance at Peer Study Sessions for Statistics
Quelle	In: British Journal of Educational Psychology, 81 (2011) 2, S.325-343 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1348/000709910X513258
Schlagwörter	Student Attitudes; Maintenance; Correlation; Academic Achievement; Student Role; Attendance; Identification; Data Collection; Statistics; Universities; College Mathematics; Questionnaires; Measures (Individuals); Internet; Decision Making; Prediction + Suchen Sie Ihr Suchwort? Schülerverhalten; Korrelation; Schulleistung; Anwesenheit; Identifikation; Identifizierung; Data capture; Datensammlung; Statistik; University; Universität; Fragebogen; Messdaten; Decision-making; Entscheidungsfindung; Vorhersage
Abstract	Background: Although class attendance is linked to academic performance, questions remain about what determines students' decisions to attend or miss class. Aims: In addition to the constructs of a common decision-making model, the theory of planned behaviour, the present study examined the influence of student role identity and university student (in-group) identification for predicting both the initiation and maintenance of students' attendance at voluntary peer-assisted study sessions in a statistics subject. Sample: University students enrolled in a statistics subject were invited to complete a questionnaire at two time points across the academic semester. A total of 79 university students completed questionnaires at the first data collection point, with 46 students completing the questionnaire at the second data collection point. Method: Twice during the semester, students' attitudes, subjective norm, perceived behavioural control, student role identity, in-group identification, and intention to attend study sessions were assessed via on-line questionnaires. Objective measures of class attendance records for each half-semester (or "term") were obtained. Results: Across both terms, students' attitudes predicted their attendance intentions, with intentions predicting class attendance. Earlier in the semester, in addition to perceived behavioural control, both student role identity and in-group identification predicted students' attendance intentions, with only role identity influencing intentions later in the semester. Conclusions: These findings highlight the possible chronology that different identity influences have in determining students' initial and maintained attendance at voluntary sessions designed to facilitate their learning. (As Provided).
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Update	2017/4/10