Exploring the explanatory variables of peer support: perspectives from direct-entry and transfer students

Peers can play an invaluable role in helping a student to learn, and peer support is a means to help collaborative students learn well in teams. Students who communicate well with peers understand multiple points of view, and peer support allows students to achieve a shared goal. In higher education, a student can enroll on an undergraduate program directly after completing high school/secondary school or as a transfer student after finishing an associate degree/a higher diploma. Compared to direct-entry students, transfer students are believed to have more psychological issues and receive less peer support because they spend less time in university. However, there is a lack of studies to investigate the factors affecting peer support among direct-entry and transfer students in higher education. This article is aimed at addressing this research gap. The online questionnaire survey was conducted in 2018 with 1,819 responses. Through regression analysis, the results indicated that teaching for understanding & encouraging learning, alignment & constructive feedback, deep & organized approach, social connections, and heard of English learning centre are related to peer support. In addition, self-efficacy, generic skills, and general support & advising may help to explain the differences between direct-entry and transfer students. Despite the two different admission pathways, the majority of the explanatory variables of peer support are common and the whole learning experience influences students’ perception on peer support. This study suggests strategies and resource allocation to cope with their differences so as to encourage peer support in universities.