Effects of peer-led training on academic self-efficacy, study strategies, and academic performance for first-year university students with and without reading difficulties

Journal article

Bergey, Bradley W., Parrila, Rauno K., Laroche, Annie and Deacon, S. Hélène. (2019). Effects of peer-led training on academic self-efficacy, study strategies, and academic performance for first-year university students with and without reading difficulties. Contemporary Educational Psychology. 56, pp. 25-39. https://doi.org/10.1016/j.cedpsych.2018.11.001
AuthorsBergey, Bradley W., Parrila, Rauno K., Laroche, Annie and Deacon, S. Hélène
Abstract

We examined how participation in peer-led study strategies training for first-year university students was associated 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 appeared 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 development of university students with and without reading difficulties.

Keywordsreading difficulties; learning disabilities; study skills intervention; self-efficacy; university students; academic achievement
Year2019
JournalContemporary Educational Psychology
Journal citation56, pp. 25-39
PublisherElsevier Inc.
ISSN0361-476X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.cedpsych.2018.11.001
Scopus EID2-s2.0-85056493854
Page range25-39
FunderEmployment and Social Development Canada (ESDC)
Social Sciences and Humanities Research Council of Canada (SSHRC)
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online08 Nov 2018
Publication process dates
Deposited02 Aug 2023
Grant ID011684222
890-2011-0072
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