Publications and Research
Document Type
Article
Publication Date
2019
Abstract
We examined how participation in peer-led study strategies training for first-year university students was as- sociated with changes in academic self-efficacy and self-reported study strategies as well as with use of support services, academic achievement, and persistence. We examined potential differences for students with (n = 297) and without (n = 677) a history of reading difficulties, since reading difficulty is an indicator of academic vulnerability. Results from a randomized control trial revealed positive effects of the intervention on academic self-efficacy and several aspects of study strategies for both groups of participants. There were no training effects on first-year academic performance or second-year retention for either group. Suggestions of differences in effects across groups emerged in two ways. For participants with a history of reading difficulty, training ap- peared to increase use of the accessibility center in the subsequent semester and for participants with no history of reading difficulty, training appeared to increase use of other support services. The study suggests the peer-led study strategies program holds promise as a cost-effective approach to supporting the study strategy develop- ment of university students with and without reading difficulties.
Included in
Disability and Equity in Education Commons, Educational Psychology Commons, Scholarship of Teaching and Learning Commons, Special Education and Teaching Commons
Comments
Published in Contemporary Educational Psychology, 56, 25-39. https://doi.org/10.1016/j.cedpsych.2018.11.001