Abstract
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.
Highlights
University students experience significant levels of study-related exhaustion (Kunttu et al 2016), and it has been shown to increase during studies (Salmela-Aro and Read 2017; Dahlin and Runeson 2007)
The results showed an increase in self-regulation of process, lack of regulation, peer learning and perceived value of peer support and a decrease in external regulation of learning
The results showed that experienced study-related exhaustion and self-regulation of content increased during studies
Summary
University students experience significant levels of study-related exhaustion (Kunttu et al 2016), and it has been shown to increase during studies (Salmela-Aro and Read 2017; Dahlin and Runeson 2007). Longitudinal research regarding a variation in self-regulation of learning, peer learning and peer support and study-related exhaustion during university studies is still scarce. Research that examines the variation and the relationship between these aspects at both the group and individual level and combines quantitative and qualitative methods is needed The aim of this mixed-method longitudinal study is to explore the variation in students’ experienced self-regulation of learning, peer learning, peer support and study-related exhaustion during studies and how these are related to each other. In this interview, we will discuss your experiences related to studying at university and your well-being while doing so. You can withdraw from the study at any time
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