Previous research investigating the relationship between peer-assisted study sessions (also called supplemental instruction or peer-assisted learning) and academic performance has a number of concerns. These include the lack of inclusion of important variables such as academic motivation and personality. This study (N = 233) investigated how motivation, personality, and control variables (prior subject attempts, number of university semesters completed, prior academic achievement) have an impact on the relationship between peer-assisted study sessions attendance and academic performance for psychology students. The results indicated that peer-assisted study sessions attendance predicted academic performance when controlling for academic motivation, personality, and control variables; however, the magnitude of the relationship was almost halved (r = .27 to ß = .13). Peer-assisted study sessions attendance mediated the relationship between neuroticism (κ2 = .04) and prior academic achievement (κ2 = .05) and academic performance, indicating that participants with these characteristics benefit from the sessions. Finally, adjunct peer-assisted study sessions focused on assessment items appear to be a large part of its efficacy in this sample.

中文翻译：

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学术动机和个性会影响哪些学生从同伴协助学习课程中受益最多？

先前调查同伴协助学习课程（也称为补充指导或同伴协助学习）与学业成绩之间关系的研究存在许多问题。这些包括缺乏重要的变量，如学术动机和个性。这项研究 (N = 233) 调查了动机、个性和控制变量（先前的学科尝试、完成的大学学期数、先前的学业成绩）如何影响心理学学生的同伴协助学习课程出勤率和学业成绩之间的关系. 结果表明，在控制学术动机、个性和控制变量时，同伴协助学习会议的出勤率预测了学业成绩；然而，关系的大小几乎减半（r = .27 至 ß = .13）。同伴协助学习会议的出勤率调节了神经质 (κ2 = .04) 和先前的学业成绩 (κ2 = .05) 与学业成绩之间的关系，表明具有这些特征的参与者从这些课程中受益。最后，侧重于评估项目的辅助同伴辅助研究会议似乎是该样本中其功效的很大一部分。