Students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studies Article Swipe
Milla Räisänen
,
Liisa Postareff
,
Sari Lindblom‐Ylänne
·
YOU?
·
· 2020
· Open Access
·
· DOI: https://doi.org/10.1007/s10212-020-00512-2
YOU?
·
· 2020
· Open Access
·
· DOI: https://doi.org/10.1007/s10212-020-00512-2
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.
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Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.1007/s10212-020-00512-2
- https://link.springer.com/content/pdf/10.1007/s10212-020-00512-2.pdf
- OA Status
- hybrid
- Cited By
- 45
- References
- 54
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W3094453838
All OpenAlex metadata
Raw OpenAlex JSON
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https://openalex.org/W3094453838Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.1007/s10212-020-00512-2Digital Object Identifier
- Title
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Students’ experiences of study-related exhaustion, regulation of learning, peer learning and peer support during university studiesWork title
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articleOpenAlex work type
- Language
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enPrimary language
- Publication year
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2020Year of publication
- Publication date
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2020-11-23Full publication date if available
- Authors
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Milla Räisänen, Liisa Postareff, Sari Lindblom‐YlänneList of authors in order
- Landing page
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https://doi.org/10.1007/s10212-020-00512-2Publisher landing page
- PDF URL
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https://link.springer.com/content/pdf/10.1007/s10212-020-00512-2.pdfDirect link to full text PDF
- Open access
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YesWhether a free full text is available
- OA status
-
hybridOpen access status per OpenAlex
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https://link.springer.com/content/pdf/10.1007/s10212-020-00512-2.pdfDirect OA link when available
- Concepts
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Psychology, Educational psychology, Self-regulated learning, Peer support, Peer review, Developmental psychology, Study skills, Peer group, Longitudinal study, Social psychology, Medical education, Mathematics education, Medicine, Pathology, Psychiatry, Political science, LawTop concepts (fields/topics) attached by OpenAlex
- Cited by
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45Total citation count in OpenAlex
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2025: 10, 2024: 15, 2023: 9, 2022: 7, 2021: 4Per-year citation counts (last 5 years)
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54Number of works referenced by this work
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10Other works algorithmically related by OpenAlex
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| primary_location.raw_source_name | European Journal of Psychology of Education |
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| publication_date | 2020-11-23 |
| publication_year | 2020 |
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