• myGriffith
    • Staff portal
    • Contact Us⌄
      • Future student enquiries 1800 677 728
      • Current student enquiries 1800 154 055
      • International enquiries +61 7 3735 6425
      • General enquiries 07 3735 7111
      • Online enquiries
      • Staff phonebook
    View Item 
    •   Home
    • Griffith Research Online
    • Journal articles
    • View Item
    • Home
    • Griffith Research Online
    • Journal articles
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.

    Browse

  • All of Griffith Research Online
    • Communities & Collections
    • Authors
    • By Issue Date
    • Titles
  • This Collection
    • Authors
    • By Issue Date
    • Titles
  • Statistics

  • Most Popular Items
  • Statistics by Country
  • Most Popular Authors
  • Support

  • Contact us
  • FAQs
  • Admin login

  • Login
  • In-group and role identity influences on the initiation and maintenance of students’ voluntary attendance at peer study sessions for statistics

    Thumbnail
    View/Open
    78133_1.pdf (212.8Kb)
    Author(s)
    White, KM
    O'Connor, EL
    Hamilton, K
    Griffith University Author(s)
    Hamilton, Kyra
    Year published
    2011
    Metadata
    Show full item record
    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 (ingroup) 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 ...
    View more >
    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 (ingroup) 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, ingroup 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 ingroup 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.
    View less >
    Journal Title
    British Journal of Educational Psychology
    Volume
    81
    Issue
    2
    DOI
    https://doi.org/10.1348/000709910X513258
    Copyright Statement
    © 2011 British Psychological Society. Published by Wiley-Blackwell. This is the pre-peer-reviewed version of the following article: In-group and role identity influences on the initiation and maintenance of students' voluntary attendance at peer study sessions for statistics, British Journal of Educational Psychology (BJEP), Vol.81(20< 2011, pp.325–343, which has been published in final form at http://dx.doi.org/10.1348/000709910X513258.
    Subject
    Specialist studies in education
    Educational psychology
    Publication URI
    http://hdl.handle.net/10072/47882
    Collection
    • Journal articles

    Footer

    Disclaimer

    • Privacy policy
    • Copyright matters
    • CRICOS Provider - 00233E

    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander