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    Predicting peer-assisted study session attendance

    76875.docx (75.80Kb)
    Access Status
    Open access
    Authors
    Allen, P.
    Tonta, Kate
    Haywood, Sophie
    Pereira, Raphael
    Roberts, Lynne
    Date
    2019
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Allen, P.J. and Tonta, K.E. and Haywood, S.B. and Pereira, R.M. and Roberts, L.D. 2019. Predicting peer-assisted study session attendance. Active Learning in Higher Education. 20 (3): pp. 249-262.
    Source Title
    Active Learning in Higher Education
    DOI
    10.1177/1469787417735613
    ISSN
    1469-7874
    Faculty
    Faculty of Health Sciences
    School
    School of Psychology
    URI
    http://hdl.handle.net/20.500.11937/76631
    Collection
    • Curtin Research Publications
    Abstract

    © The Author(s) 2017. 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.

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