@article{00b6308976d346b88ceb3c817f3bf33e,
title = "Effects of peer-led training on academic self-efficacy, study strategies, and academic performance for first-year university students with and without reading difficulties",
author = "Bergey, {Bradley W.} and Parrila, {Rauno K.} and Annie Laroche and Deacon, {S. H{\'e}l{\`e}ne}",
note = "Funding Information: The authors express their appreciation to two anonymous reviewers and Dr. Jeffrey Greene for their helpful feedback on previous versions of the manuscript. In addition, the authors are grateful to Cheryl Chisholm, Erin Dempsey, Adrienne O'Neil, Jessica Soley for their contributions as peer coaches. This research was funded by Employment and Social Development Canada{\textquoteright}s Office of Literacy and Essential Skills (Agreement #011684222 ) and by the Social Sciences and Humanities Research Council Partnership Development Grant ( #890-2011-0072) . Funding Information: The authors express their appreciation to two anonymous reviewers and Dr. Jeffrey Greene for their helpful feedback on previous versions of the manuscript. In addition, the authors are grateful to Cheryl Chisholm, Erin Dempsey, Adrienne O'Neil, Jessica Soley for their contributions as peer coaches. This research was funded by Employment and Social Development Canada's Office of Literacy and Essential Skills (Agreement #011684222) and by the Social Sciences and Humanities Research Council Partnership Development Grant (#890-2011-0072). Publisher Copyright: {\textcopyright} 2018 Elsevier Inc.",
year = "2019",
month = jan,
doi = "10.1016/j.cedpsych.2018.11.001",
language = "English",
volume = "56",
pages = "25--39",
journal = "Contemporary Educational Psychology",
issn = "0361-476X",
publisher = "Academic Press Inc.",
}