The present mixed-method longitudinal study examines students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies. At the first measurement point, 188 first-year students completed the questionnaire. At the second measurement point, 91 of the 188 students participated in the follow-up study at their fourth study year and completed the same questionnaire again. Of these, twelve students were interviewed. The results showed that experienced study-related exhaustion and self-regulation of content increased during studies. However, the results also showed a large individual variation in experienced study-related exhaustion. The students whose exhaustion decreased described experiences of peer support that helped them to develop their self-regulation skills. Students whose study-related exhaustion remained low evaluated their self-regulation skills as good. They experienced that they did not need other students’ support in the regulation of learning. The students whose study-related exhaustion increased or remained high described more problems in self-regulation. Most students relied on peer support because of self-regulation problems. However, not all students used other students’ support despite of problems in studying. It can be concluded that regulation skills have a key role in experienced study-related exhaustion during studies.

中文翻译：

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学生在大学学习期间的学习疲惫、学习调节、同伴学习和同伴支持的经历

目前的混合方法纵向研究考察了学生在大学学习期间与学习相关的疲惫、学习调节、同伴学习和同伴支持的经历。在第一个测量点，188 名一年级学生完成了问卷。在第二个测量点，188 名学生中有 91 人参加了第四学年的后续研究，并再次完成了相同的问卷调查。其中，12名学生接受了采访。结果表明，在学习期间，经历的与学习相关的耗竭和内容的自我调节有所增加。然而，结果也显示了与研究相关的疲惫的个体差异很大。精疲力竭减少的学生描述了同伴支持的经历，这些经历帮助他们发展了自我调节技能。与学习相关的疲惫仍然很低的学生认为他们的自我调节能力很好。他们体会到，他们不需要其他学生的支持来调节学习。与学习相关的疲惫增加或保持高水平的学生描述了更多的自我调节问题。由于自律问题，大多数学生依赖同伴支持。然而，并不是所有的学生都在学习上有问题，但都得到了其他学生的支持。可以得出结论，调节技能在学习期间经历的与学习相关的疲惫中起着关键作用。与学习相关的疲惫增加或保持高水平的学生描述了更多的自我调节问题。由于自律问题，大多数学生依赖同伴支持。然而，并不是所有的学生都在学习上有问题，但都得到了其他学生的支持。可以得出结论，调节技能在学习期间经历的与学习相关的疲惫中起着关键作用。与学习相关的疲惫增加或保持高水平的学生描述了更多的自我调节问题。由于自律问题，大多数学生依赖同伴支持。然而，并不是所有的学生都在学习上有问题，但都得到了其他学生的支持。可以得出结论，调节技能在学习期间经历的与学习相关的疲惫中起着关键作用。