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.

中文翻译：

---

与学习相关的耗竭：一年级学生使用自我调节学习和同伴学习以及同伴支持的感知价值

本研究考察了学生的学习自我调节、同伴学习和同伴支持的概况。该研究调查了这些概况在报告的与研究相关的疲惫方面是否有所不同。学生完成了一份关于他们使用自我调节学习和同伴学习以及感知同伴支持和与学习相关的疲惫的问卷。发现了四种不同的学生档案。在自我报告的与研究相关的疲惫方面，这些概况有所不同。具有低水平同伴学习和低同伴支持感知价值的自我调节学生报告与学习相关的疲惫程度最低，而有自我调节问题、高水平同伴学习和同伴支持感知价值的学生报告与学习相关的疲惫程度最高。结果表明，自我调节的问题与自我报告的与学习相关的疲惫呈正相关。识别不同的学生档案有助于识别可能需要更多学习支持的学生。