Study partnerships: A self-regulatory resource for learning among college students.
Item
-
Title
-
Study partnerships: A self-regulatory resource for learning among college students.
-
Identifier
-
AAI3083719
-
identifier
-
3083719
-
Creator
-
Wesley, Rajkumari.
-
Contributor
-
Adviser: Barry J. Zimmerman
-
Date
-
2003
-
Language
-
English
-
Publisher
-
City University of New York.
-
Subject
-
Education, Curriculum and Instruction | Education, Educational Psychology | Psychology, Cognitive
-
Abstract
-
This research investigates college students' help-seeking in the form of study partnership (SP) groups that operate outside formal classroom contexts. The effectiveness of study partners is examined with particular attention to self-regulatory processes, such as motives, methods, and timing of students' choice and use of study partners. A college population of students is studied because study partnerships are especially evident during these school years, although no descriptive research has been reported previously on this topic to my knowledge. Two hundred and eighty five college students from diverse colleges and universities participated in the study. It was found that these students' use of a SP became more prevalent when they entered graduate school, increasing from 25% to 47%. In terms of ethnic group differences, Asian students formed study partnerships more frequently than students of other ethnic groups. Asians students also studied more frequently within their ethnic group than students from other ethnic groups. In terms of the frequency of SP use, 43% of the students used a SP more than five times during the current semester with an average of 2 courses, which indicates a relatively heavy personal reliance on this method of studying.;In terms of their levels of academic self-regulation, students who used study partners (SP users) displayed significantly higher self-efficacy for SP use and significantly more total studying than students who do not use a study partner (non-SP users). The studying advantage of the SP users was due to their use of a SP because both SP users and non SP users groups studied alone for similar amounts of time. Among students who were non-SP users, high achievers did not use a SP because of perceived ineffectiveness, while low achieving students did not use SPs because of fear. When comparisons were made between high achieving and low achieving SP users, significant differences were not found between the groups in terms of the self-regulation or grade point average. Apparently, use of SPs compensates for personal limitations in personal self-regulation and achievement. However, correlations among the variables indicated that self-efficacy and self-regulated learning are associated with the following study partner processes: motivation to study, methods used for studying, control over study behavior, the use of time, and an increased control of their physical environment when they study together.;Because of its prevalence and its links to academic self-regulation and achievement, the topic of SP should be studied further, especially using intervention studies where the causal role of study partners in academic achievement can be assessed.
-
Type
-
dissertation
-
Source
-
PQT Legacy CUNY.xlsx
-
degree
-
Ph.D.
