Study-related exhaustion: First-year students’ use of self-regulation of learning and peer learning and perceived value of peer support

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Abstract

This study examines the profiles of self-regulation of learning, peer learning and peer support among students. The study investigates whether the profiles differ in terms of reported study-related exhaustion. Students completed a questionnaire regarding their use of self-regulation of learning and peer learning and perceived peer support and study-related exhaustion. Four different student profiles were found. The profiles differed in terms of self-reported study-related exhaustion. Self-regulated students with a low level of peer learning and low perceived value of peer support reported the lowest levels of study-related exhaustion, whereas students with self-regulation problems, a high level of peer learning and high perceived value of peer support reported the highest levels of study-related exhaustion. The results showed that problems in self-regulation were positively related to self-reported study-related exhaustion. Identifying different student profiles helps to recognise students who may need more support in studying.
Original languageEnglish
JournalActive Learning in Higher Education
Volume21
Issue number3
Pages (from-to)173-188
Number of pages16
ISSN1469-7874
DOIs
Publication statusPublished - Nov 2020
MoE publication typeA1 Journal article-refereed

Fields of Science

  • 516 Educational sciences

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