Effects of peer-led training on academic self-efficacy, study strategies, and academic performance for first-year university students with and without reading difficulties

Contemporary Educational Psychology

Volumn 56, Issue , 2019, Pages 25-39

  Bergey, Bradley W ^a   Parrila, Rauno K ^b   Laroche, Annie ^c   Deacon, S Hélène ^c  

^a CITY UNIVERSITY OF NEW YORK   (United States)

^b MACQUARIE UNIVERSITY   (Australia)

^c DALHOUSIE UNIVERSITY   (Canada)

Author keywords

Academic achievement; Learning disabilities; Reading difficulties; Self efficacy, university students; Study skills intervention

Indexed keywords

EID: 85056493854     PISSN: 0361476X     EISSN: 10902384     Source Type: Journal    
DOI: 10.1016/j.cedpsych.2018.11.001     Document Type: Article

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