ERIC Number: ED131370
Record Type: RIE
Publication Date: 1976-Jun-2
Reference Count: 0
Causal Attributions for Performance in a Cross Age Tutoring Situation.
Medway, Frederic J.; Lowe, Charles A.
Forth-two elementary school children (Grades 2, 3, and 4) were tutored on a one-to-one basis by junior high volunteers (Grades 6, 7, and 8) for 12 weeks. Prior to the start of the tutoring program and following an experimental tutoring session in which tutee performance and feedback were manipulated, both the elementary and secondary students attributed responsibility for potential (pretutoring) and real (experimental) tutoring outcomes to either tutor, tutee, or tutee classroom teacher factors. Results indicated that tutees, as compared to tutors, saw their learning ability as a less important cause and saw tutor effort as a more important cause of successful and unsuccessful outcomes and for real situations. Tutees were also found to assume more responsibility for success and tutors were found to blame tutees more for lack of success in the real (and more involving) situation, thus offering partial support for notions of ego-enhancing and ego-defensive attributional biases. (Author)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Eastern Psychological Association (New York, N.Y., April 22-24, 1976)