|Title||Reciprocal peer coaching: a constructivist methodology for enhancing student resilience and psychological well being|
Background: Universities have become increasingly reliant upon peer assisted learning as a valuable teaching and learning strategy in higher education. Reciprocal peer coaching (RPC) is a form of independent peer assisted learning that has an important part to play in the enhancement of student resilience and psychological well-being. The paper focuses upon the effective practice of reciprocal peer coaching and the capacity it has to increase motivation in cooperative student learning. Although providing a strong academic component, the module was primarily skills-based and driven by the GROW model (Whitmore, 1992). Method: The paper reports on a multi method phenomenological research design which was undertaken using ‘snowball’ and ‘convenience’ sampling strategies. Students spent two-thirds of the module in seminars/workshops where they carried out practical skills-based development and one-third in lectures students completed a qualitative focused questionnaire survey asking them to reflect on their experiences of reciprocal peer-coaching relationships and its impact on resilience and psychological well-being. In order to evaluate the impact on student psychological function, written feedback was elicited from all students (N=70) using a semi-structured questionnaire. Findings: The data was analysed from a phenomenological perspective. Content analysis revealed the emergence of key themes. Feedback from the module was highly positive, with students demonstrating both academic and personal development. Key themes form the coursework documentation included clarity over academic and professional development goals, increases in resilience, self-analysis & awareness and overall psychological well-being. Overall, reciprocal peer coaching offers significant value in helping students to embrace and develop self-regulatory processes with the peer-assisted learning experience acting as a catalyst for self-reflexivity, self-regulation, self-efficacy, self-motivation, self-positivity and greater self-awareness. Discussion: Implications for promoting such positive learning gains.
|Keywords||reciprocal peer coaching, resilience, well-being|
|Conference||The British Psychological's Society Annual Conference|
|Publisher||British Psychological Society|