Ingroup and role identity influences on the initiation and maintenance of students' voluntary attendance at peer study sessions for statistics
White, Katherine M., O'Connor, Erin L., & Hamilton, Kyra (2011) Ingroup and role identity influences on the initiation and maintenance of students' voluntary attendance at peer study sessions for statistics. British Journal of Educational Psychology, 81(2), pp. 325-343.
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.
Impact and interest:
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|Item Type:||Journal Article|
|Keywords:||class attendance, decision-making model, planned behaviour, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000)
Australian and New Zealand Standard Research Classification > PSYCHOLOGY AND COGNITIVE SCIENCES (170000) > PSYCHOLOGY (170100) > Educational Psychology (170103)
|Divisions:||Current > QUT Faculties and Divisions > Faculty of Health
Current > Schools > School of Psychology & Counselling
|Copyright Owner:||Copyright 2011 British Psychological Society|
|Deposited On:||13 Mar 2012 02:03|
|Last Modified:||13 Mar 2012 04:31|
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