Predicting peer-assisted study session attendance
© 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 stud...
| Main Authors: | , , , , |
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| Format: | Journal Article |
| Language: | English |
| Published: |
SAGE PUBLICATIONS INC
2019
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| Subjects: | |
| Online Access: | http://hdl.handle.net/20.500.11937/76631 |
| _version_ | 1848763734956179456 |
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| author | Allen, P. Tonta, Kate Haywood, Sophie Pereira, Raphael Roberts, Lynne |
| author_facet | Allen, P. Tonta, Kate Haywood, Sophie Pereira, Raphael Roberts, Lynne |
| author_sort | Allen, P. |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | © 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. |
| first_indexed | 2025-11-14T11:08:11Z |
| format | Journal Article |
| id | curtin-20.500.11937-76631 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T11:08:11Z |
| publishDate | 2019 |
| publisher | SAGE PUBLICATIONS INC |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-766312019-10-21T05:39:43Z Predicting peer-assisted study session attendance Allen, P. Tonta, Kate Haywood, Sophie Pereira, Raphael Roberts, Lynne Social Sciences Education & Educational Research attendance peer-assisted learning peer-assisted study session role identity supplemental instruction theory of planned behaviour SUPPLEMENTAL INSTRUCTION PLANNED BEHAVIOR ROLE-IDENTITY PERFORMANCE © 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. 2019 Journal Article http://hdl.handle.net/20.500.11937/76631 10.1177/1469787417735613 English SAGE PUBLICATIONS INC fulltext |
| spellingShingle | Social Sciences Education & Educational Research attendance peer-assisted learning peer-assisted study session role identity supplemental instruction theory of planned behaviour SUPPLEMENTAL INSTRUCTION PLANNED BEHAVIOR ROLE-IDENTITY PERFORMANCE Allen, P. Tonta, Kate Haywood, Sophie Pereira, Raphael Roberts, Lynne Predicting peer-assisted study session attendance |
| title | Predicting peer-assisted study session attendance |
| title_full | Predicting peer-assisted study session attendance |
| title_fullStr | Predicting peer-assisted study session attendance |
| title_full_unstemmed | Predicting peer-assisted study session attendance |
| title_short | Predicting peer-assisted study session attendance |
| title_sort | predicting peer-assisted study session attendance |
| topic | Social Sciences Education & Educational Research attendance peer-assisted learning peer-assisted study session role identity supplemental instruction theory of planned behaviour SUPPLEMENTAL INSTRUCTION PLANNED BEHAVIOR ROLE-IDENTITY PERFORMANCE |
| url | http://hdl.handle.net/20.500.11937/76631 |