Effects of Peer-Led Study Skills Training on First-Year University Students With and Without Reading Difficulties

• In Event: Poster Session 14
  In Poster Session: Study Strategies, Motivation, and Self-Regulated Learning Interventions

Abstract

We examined the effects of a peer-led study skills intervention for first-year university students (N = 956), with particular attention to students with a history of reading difficulties (n = 297), who show study skills deficits and are academically at-risk. Applying a randomized control design, we tested effects on academic self-efficacy and study skills development, use of academic support services, and academic achievement. MANOVAs and chi square analyses indicated that the intervention group showed better outcomes than randomized controls on several indicators, including effort, affect, cognitive strategies and use of services. There were no clear effects on academic achievement. Different effects were observed for students with and without a history of reading difficulty on service use.

Authors

• Bradley W. Bergey, Queens College, CUNY

• Rauno Parrila, University of Alberta

• Annie Laroche

• Helene Deacon