Journal article
Peer tutoring effects on students who are perceived as not socially accepted
Psychology in the schools, Vol.29(3), pp.256-266
07/1992
DOI: 10.1002/1520-6807(199207)29:3<256::AID-PITS2310290308>3.0.CO;2-N
Abstract
Peer tutoring is effective in increasing academic skills with both the regular and special education populations. Studies also have reported significant findings in the social/affective realm, such as social acceptance. In spite of the numerous studies investigating the effects of tutoring on social benefits, results are inconclusive. It is important to establish the extent to which peer tutoring can be used, especially as a technique for social change. The purpose of this study was to investigate the effects of a structured peer tutoring program on the social acceptance of students. Students perceived as not socially accepted were paired with students who were rated as well liked. Both had the opportunity to serve as tutors and tutees. Participants were administered a questionnaire, pre-and postintervention. The results were significant for type of student, distinguishing between those students rated as liked and those rated as disliked. The results also showed that students in the control group were rated higher on the “dislike” category than were those in the treatment conditions. Significance was obtained for the experimental groups on a time variable, suggesting that regardless of role (tutor vs. tutee) change in acceptance would occur over time. However, evaluation by mean analysis suggested that the students who were rated as disliked and served as tutors were rated as liked more following treatment.
Details
- Title: Subtitle
- Peer tutoring effects on students who are perceived as not socially accepted
- Creators
- Enedina García-Vázquez - University of Iowa, Psychological and Quantitative FoundationsStewart W. Ehly - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Psychology in the schools, Vol.29(3), pp.256-266
- Publisher
- Wiley Subscription Services, Inc., A Wiley Company
- DOI
- 10.1002/1520-6807(199207)29:3<256::AID-PITS2310290308>3.0.CO;2-N
- ISSN
- 0033-3085
- eISSN
- 1520-6807
- Number of pages
- 11
- Language
- English
- Date published
- 07/1992
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984719731502771
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