This research study sought to determine if certain characteristics of peer leaders who functioned as strengths counselors were predictive of their effectiveness in providing strengths counseling to first-year students. Hierarchical multiple regression analyses were used to determine which peer leader characteristics were significant predictors of first-year students' changes in strengths awareness, changes in academic self-confidence, cumulative first year GPA, and perceived peer leader effectiveness. Additionally, the peer leaders were split into quartiles in terms of first-year students' perceived effectiveness and the extreme quartiles were compared using analysis of variance. The results from the hierarchical multiple regression analyses indicated that the only characteristic that was a significant positive predictor of the peer leaders effectiveness was their comfort with their level of preparation. This characteristic positively predicted changes in first-year students' strengths awareness over the course of the semester. The analysis of variance revealed that the most effective peer leaders were significantly better at fostering positive changes in first-year students' changes in strengths awareness and academic self-confidence than the least effective peer leaders. The implication from the findings in this study is that effective peer leaders appear to be able to foster an increase in the first-year students' beliefs about their capabilities, which promotes first-year student success in academics and how they approach the future.
|Advisor:||Schreiner, Laurie A.|
|School:||Azusa Pacific University|
|School Location:||United States -- California|
|Source:||DAI-A 69/03, Dissertation Abstracts International|
|Subjects:||School counseling, Higher education|
|Keywords:||Academic self-efficacy, Career self-efficacy, Clifton StrengthsFinder, First-year seminar, Peer leader characteristics, Peer leaders, Positive psychology, Strengths counselors, StrengthsQuest|
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