QUT ePrints

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.

View at publisher

Abstract

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:

1 citations in Scopus
Search Google Scholar™
2 citations in Web of Science®

Citation countsare sourced monthly from Scopus and Web of Science® citation databases.

These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.

Citations counts from the Google Scholar™ indexing service can be viewed at the linked Google Scholar™ search.

Full-text downloads:

158 since deposited on 13 Mar 2012
74 in the past twelve months

Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.

ID Code: 49100
Item Type: Journal Article
Keywords: class attendance, decision-making model, planned behaviour, HERN
DOI: 10.1348/000709910X513258
ISSN: 0007-0998
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 12:03
Last Modified: 13 Mar 2012 14:31

Export: EndNote | Dublin Core | BibTeX

Repository Staff Only: item control page