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Related Concept Videos

Sources of Self-Esteem II: Performance Feedback01:24

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Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem:...
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Self-efficacy is the belief in one's capacity to organize and execute actions necessary to manage prospective situations. This belief significantly influences how individuals approach goals, tasks, and challenges across different domains of life.Psychological and Educational ImpactsIndividuals with strong self-efficacy are more resilient in the face of difficulties. They are more likely to adopt effective problem-solving strategies, persist through obstacles, and regulate emotions such as...
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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Self-esteem—an individual's overall evaluation of their worth—plays a complex role in psychological functioning and well-being. It is often associated with many positive traits, such as confidence, optimism, and perseverance. Individuals with high self-esteem typically experience better sleep, manage peer pressure more effectively, and report greater life satisfaction. Conversely, low self-esteem has been consistently linked with increased risks of depression, anxiety, and poor...
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Adolescence is a pivotal period of identity formation, during which individuals begin to answer questions central to their sense of self, such as "Who am I?" and "Who do I hope to become?" Both parents and peers play critical roles in guiding adolescents through this complex developmental phase.
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Not all intergroup interactions lead to negative outcomes. Sometimes, being in a group situation can improve performance. Social facilitation occurs when an individual performs better when an audience is watching than when the individual performs the behavior alone. This typically occurs when people are performing a task for which they are skilled.
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Peer-Assisted Learning Improves Confidence and Educational Outcomes: Evidence from a Randomised Control Trial.

Ferdinand J O Boucher1, Bella A Magner-Parsons2, David MacDonald1

  • 1University of Exeter Medical School, Exeter, EX2 4TH England.

Medical Science Educator
|April 6, 2026
PubMed
Summary
This summary is machine-generated.

Near-Peer-Assisted Learning (NPAL) introductory sessions significantly boosted student test scores, response speed, and confidence. Review sessions showed no measurable impact, highlighting the value of pre-lecture NPAL interventions for academic success.

Keywords:
Higher educationNear-peer-assisted learning (NPAL)Peer-assisted learning (PAL)Randomised control trial (RCT)Student confidenceWeekly test scores

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Area of Science:

  • Educational Psychology
  • Higher Education Pedagogy
  • Learning Sciences

Background:

  • Peer-Assisted Learning (PAL) and Near-Peer-Assisted Learning (NPAL) are widely adopted in higher education.
  • Previous studies support PAL/NPAL's positive impact on engagement, progression, and retention.
  • Controlled studies with quantifiable outcomes for (N)PAL efficacy are limited.

Purpose of the Study:

  • To quantitatively assess the impact of Near-Peer-Assisted Learning (NPAL) on student learning and confidence.
  • To compare the effects of introductory (pre-lecture) and review (post-lecture) NPAL sessions.
  • To provide experimental evidence for the efficacy of NPAL interventions.

Main Methods:

  • A within-participant randomized control trial was conducted over four weeks.
  • Participants experienced introductory NPAL, review NPAL, both, or a control condition in counterbalanced order.
  • Weekly test scores, response speed, and self-reported confidence were measured.

Main Results:

  • Attendance at introductory NPAL sessions positively impacted weekly test scores (p=.027).
  • Introductory NPAL also improved response speed (p=.050) and self-reported confidence (p=.006) within the same week.
  • No significant effect was detected for attending review NPAL sessions.

Conclusions:

  • Introductory NPAL sessions provide measurable benefits to student academic performance and confidence.
  • NPAL interventions can yield positive outcomes in a short timeframe.
  • This study offers a framework for evaluating and designing effective NPAL programs in higher education.