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ERIC Number: ED146506
Record Type: RIE
Publication Date: 1977-May
Pages: 13
Abstractor: N/A
Morale and Performance of Same-Age Peer Tutoring Partners as a Function of Relative Status and Equity.
Rosen, Sidney; And Others
This paper describes the results of some same-college-age peer tutoring experiments. It is based on a theoretical model that calls for greater satisfaction and performance to result from being assigned the role of tutor than of tutee, and under equitable (status-congruent) rather than inequitable conditions. Same-sex tutoring pairs were formed of 94 Grade 6 students functioning at fourth-sixth grade math levels, such that the randomly assigned tutor initially had great competence (the equitable condition), equal or lower competence than the tutee. Tutors were trained and tutored daily for three days each week in math. Following a review session on the fourth day, each took a math test and completed an attitudinal questionnaire. After two weeks, the partners exchanged roles. Two types of analyses, one based on differences between successive pairs of weeks, th other involving differences between the last two weeks combined and the first two, produced significant support for the theoretical model. The results indicate that where same-age peer tutoring is employed in the public school classroom, (change in) role status and level of equity affect relative performance and morale of both tutors and tutees. (Author)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Southeastern Psychological Association (Hollywood, California, May 4-7, 1977)