The transition to college represents a critical juncture in students' academic journeys, often accompanied by challenges that can impact their overall success. This proposal investigates the research question: ‘Why is peer-to-peer motivation important to first-year student success?’ Recent literature highlights the significance of social support and peer interactions in fostering academic engagement and persistence among first-year students (Tinto, 2017; Gopalan & Brady, 2020). Studies suggest that peer relationships can enhance motivation, reduce feelings of isolation, and promote a sense of belonging, which are essential for academic achievement (Astin, 2018; Wilcox et al., 2019).

To explore this phenomenon, a mixed-methods research design will be employed. Quantitative data will be collected through surveys administered to first-year students at a mid-sized university, measuring levels of peer motivation, academic engagement, and self-reported success indicators. Additionally, qualitative interviews will be conducted with a subset of participants to gain deeper insights into their experiences and perceptions of peer influence on their academic journeys. This dual approach will allow for a comprehensive understanding of the dynamics at play.

The intended outcomes of this research include identifying key factors of peer-to-peer motivation that contribute to first-year student success and providing actionable recommendations for institutions to enhance peer support programs. By emphasizing the importance of peer relationships in academic settings, this study aims to inform strategies that foster a supportive learning environment, ultimately improving retention rates and student satisfaction.