Exploring UTA Effectiveness: Leveraging Undergraduate Teaching Assistants for Student Learning and Help-Seeking

Autor/inn/en	Driver, Persis; Caldwell, Tracy L.; Grunert, Lance
Titel	Exploring UTA Effectiveness: Leveraging Undergraduate Teaching Assistants for Student Learning and Help-Seeking
Quelle	In: Teaching of Psychology, 50 (2023) 1, S.57-68 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Driver, Persis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/00986283221110518
Schlagwörter	Undergraduate Students; Teaching Assistants; Academic Achievement; Help Seeking; Individual Differences; Supplementary Education; Workshops; Attendance + Suchen Sie Ihr Suchwort? Schulleistung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Individueller Unterschied; Ergänzungsunterricht; Lernwerkstatt; Schulung; Anwesenheit
Abstract	Background: Undergraduate teaching assistants (UTAs) are associated with increased student performance and belongingness. Yet, when given a choice, not all students leverage UTA-facilitated opportunities equally. Objective: This study explores motivational and contextual factors that underlie individual differences in students' willingness to attend UTA facilitated supplemental workshops and the impact of such engagement on their achievement. Method: Undergraduates (N = 112) in research and statistics courses completed measures of help-seeking, social fit, and expectancy value three times across the semester. Responses were compared to students' attendance records, exam scores, and open-ended responses evaluating benefits and challenges of working with UTAs. Results: Given the choice, a majority of students chose to attend workshops and consistent participation was positively correlated with exam performance. Yet help-seeking intentions, social fit, value beliefs, and perceived obstacles rather than incentives or perceived costs explained individual differences in workshop participation itself. Conclusion: UTAs can improve peer's achievement but simply providing students with opportunities to interact with UTAs is inadequate. Scaffolding active participation in UTA-led workshops requires addressing students' motivational orientations. Teaching Implications: To improve participation in peer-led opportunities, UTAs and faculty must generate an integrated model emphasizing value, normalizing help-seeking, and working to remove barriers. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01