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

摘要: Background. Although class attendance is linked to academic performance, questions remain about what determines students' decisions attend or miss class. Aims. In addition the constructs of a common decision-making model, theory planned behaviour, present study examined influence student role identity and university (in-group) identification for predicting both initiation maintenance at voluntary peer-assisted sessions in statistics subject. Sample. University students enrolled subject were invited complete questionnaire two time points across semester. A total 79 completed questionnaires first data collection point, with 46 completing second point. Method. Twice during semester, attitudes, subjective norm, perceived behavioural control, identity, in-group identification, intention assessed via on-line questionnaires. Objective measures records each half-semester (or ‘term’) obtained. Results. Across terms, attitudes predicted their intentions, intentions attendance. Earlier only influencing later semester. Conclusions. These findings highlight possible chronology that different influences have determining initial maintained designed facilitate learning.