Peer Power: Outcomes and Perceived Benefits of Learning Assistant Participation

Background Students in classrooms utilizing learning assistants (LAs) exhibit comprehensive benefits; however, psychological science has not fully measured the advantages experienced by the LAs themselves. Objective This study aimed to explore the potential benefits developed by LAs during their participation in the program, especially in terms of teaching and communication skills, and to identify specific LA activities that may contribute to these benefits. Method A sample of 40 LAs from psychology and other STEM disciplines completed multiple measures to assess indicators of personal and professional development related to various LA activities and responsibilities. Results Correlational and regression analyses indicated positive, moderate relationships between four specific LA activities and various indicators of teaching behaviors, communication skills, and social competencies. Conclusion The findings suggest that factors related to the nature of LA activities, which necessitate significant engagement with fellow students, course material, and faculty, may impact skill development outcomes. Teaching Implications Structuring and implementing LA programs focused on both LA and student improvement may yield comprehensive benefits for all classroom participants, including increased student interaction, enhanced engagement with student learning, and an overall more efficient and successful learning environment.