Effects of Peer Tutoring on Reading Self-Concept
https://doi.org/10.4471/ijep.2013.29
Keywords:
Downloads
Abstract
This study investigates the development of the Reading Self-Concept and of the mechanisms underlying it, within a framework of a reading programme based on peer tutoring. The multiple methodological design adopted allowed for a quantitative approach which showed statistically significant changes in the Reading Self-Concept of those students who played the role of tutor in fixed peer tutoring. The qualitative approach of the analysis suggests that by performing the tutor’s role, in an induced work atmosphere, by reading aloud and actively listening, by evaluating their effort, and engaging in meta-cognitive reflective processes, students become aware of their own capabilities and of their possibilities of improvement; thus promoting the development of the tutor’s Reading Self-Concept.
Downloads
References
Brookover, W.B., & Lezotte, L.W. (1979). Changes in School Characteristics Coincident With Changes in Student Achievement. Michigan: Institute for Research on Teaching.
Google Scholar CrossrefCassany, D., Luna, M., & Sanz, G. (1993). Ensenyar llengua. Barcelona: Graó.
Google Scholar CrossrefCohen, J. (1960). A coefficient of agreement for nominal scales. Educational and Psychological Measurement, XX (I), 37-46.
Google Scholar CrossrefColomina, R., & Onrubia, J. (2005). Interacción educativa y aprendizaje escolar: la interacción entre alumnos. In C. Coll, J. Palacios, & A. Marchesi (comps), Desarrollo Psicológico y Educación II. Psicología de la Educación (pp. 415-436). Madrid: Alianza.
Google Scholar CrossrefColomina, R., Onrubia, J., & Rochera, M. J. (2005). Interactividad, mecanismos de influencia educativa y construcción del conocimiento en el aula. In C. Coll, J. Palacios, & A. Marchesi (comps), Desarrollo Psicológico y Educación II. Psicología de la Educación (pp. 437-458). Madrid: Alianza.
Google Scholar CrossrefDabbagh, S. (2011). Relationships between academic self-concept and academic performance in high school students. Procedia Social and Behavioral Sciences 15, 1034–1039.
Google Scholar CrossrefDe Backer, L., Van Keer, H., & Valcke, M. (2012). Exploring the potential impact of reciprocal peer tutoring on higher education student’s metacognitive knowledge and regulation. Instructional Science, 40 (3), 559-588.
Google Scholar CrossrefEsnaola, I., Goñi, A., & Madariaga, J.M. (2008). El autoconcepto: Perspectivas de Investigación. Revista de Psicodidáctica, 13 (1), 179-194.
Google Scholar CrossrefFantuzzo, J., King, A., & Heller, R. (1992). Effects of reciprocal Peer Tutoring on Mathematics and School Children. A Component Analysis. Journal of Educational Psychology, 84, 331-339.
Google Scholar CrossrefFantuzzo, J.W., Tighe, E., & Childs, S. (2000). Family involvement questionnaire: A multivariate assessment of family participation in early childhood education. Journal of Educational Psychology, 92, 367-376.
Google Scholar CrossrefGinsburg-Block, M.D., Rohrbeck, C.A., & Fantuzzo, J.W. (2006). A meta-analytic review of social, self-concept and behavioral outcomes of peer-assisted learning. Journal of Educational Psychology, 98 (4), 732-749.
Google Scholar CrossrefGoodland, S., & Hirst, B. (1990). Explorating in peer tutoring. Oxford: Basil Blackwell.
Google Scholar CrossrefGordon, E. (2005). Peer Tutoring. The teacher’s resource guide. Maryneland: Scarecrow Education.
Google Scholar CrossrefGreen, J., Liem, G. A. D., Martin, A. J., Colmar, S., Marsh, H. W., & McInerney, D. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35 (5), 1111–1122.
Google Scholar CrossrefJohnson, D., & Johnson, R. (1990). Cooperation and Competition: Theory and Research. Hillsdale, NJ: Lawrence Erlbaum.
Google Scholar CrossrefMandelman, S., Tan, M., Kornilov, S., Sternberg, R., & Grigorenko, E. (2010). The Metacognitive Component of Academic Self-Concept: The Development of a Triarchic Self-Scale. Journal of Cognitive Education and Psychology, 9 (1), 73-86.
Google Scholar CrossrefMarsh, H.W. (1986). Verbal and math self-concepts: An internal/external frame of reference model. American Educational Research Journal, 23, 129-149.
Google Scholar CrossrefMcInerney, D. M., Cheng, R. W., Mok, M. M. C., & Lam, A. K. H. (2012). Academic Self-Concept and Learning Strategies: Direction of Effect on Student Academic Achievement. Journal of Advanced Academics, 23 (3), 249-269. doi: 10.1177/1932202X12451020
Google Scholar CrossrefMiller, D., Topping, K.J., & Thurston, A. (2010). Peer tutoring in reading: The effects of role and organization on two dimensions of self-esteem. British Journal of Educational Psychology, 80, 417-433.
Google Scholar CrossrefMurray, F. (1994). Why understanding the theoretical basis of cooperative learning enhances teaching success. In J. Thousand, R. Villa, & A. Nevin (Eds.), Creativity and collaborative learning. A practical guide to empowering students and teachers. Baltimore: Paul H. Brookes Publishing Co.
Google Scholar CrossrefNorusis, M.J. (1990). SPSS Base System User’s Guide. Chicago: SPSS.
Google Scholar CrossrefPark, Y. (2011). How motivational constructs interact to predict elementary students' reading performance: Examples from attitudes and self-concept in reading. Learning and Individual Differences, 21 (4), 347-358. doi:10.1016/j.lindif.2011.02.009
Google Scholar CrossrefRath, S., & Nanda, S. (2012). Adolescent’s self-concept: Understanding the role of gender and academic competence. International Journal of Research Studies in Psychology, 1 (2), 63-71.
Google Scholar CrossrefRobinson, D. R., Schofield, J., & Steers-Wentzell, K. L. (2005). Peer and Cross-Age Tutoring in Math: Outcomes and Their Design Implications. Educational Psychology Review, 17 (4), 327-362.
Google Scholar CrossrefRuiz, D., & Sánchez, A. (2006). Apuntes de Estadística. Edición electrónica. Retrieved August 7, 2013 from http://www.eumed.net/libros-gratis/2006a/rmss/index.htm
Google Scholar CrossrefSeligman, M. (2003). La auténtica felicidad. Barcelona: Vergara.
Google Scholar CrossrefSlavin, R. (1996). Research for the future. Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21 (1), 43-69.
Google Scholar CrossrefSolé, I. (2001). Estrategias de lectura. Barcelona: Graó.
Google Scholar CrossrefSolé, I. (2011). La comprensió lectora, una clau per a l’aprenentatge. Debats d’Educació, 24. Barcelona: Fundació Jaume Bofill.
Google Scholar CrossrefTopping, K. (1996). Effective Peer Tutoring in Further and Higher Education. Birmingham: SEDA Paper.
Google Scholar CrossrefTopping, K. (2000). Tutoring. Ginebra, Suiza: International Academy of Education.
Google Scholar CrossrefTopping, K., Miller, D., Thurston, A., McGavock, K., & Conlin, N. (2011). Peer tutoring in reading in Scotland: thinking big. Literacy, 45 (1), 3-9.
Google Scholar CrossrefVilla, R., Thousand, J., & Nevin, A. (2010). Collaborating with Students in Instruction and Decision Making. Thounsand Oaks (CA): Corwin.
Google Scholar CrossrefWouters, S., Germeijs, V., Colpin, H., & Verschueren, K. (2011). Academic Self-Concept in High School: Predictors and effects on adjustment in higher education. Scandinavian Journal of Psychology, 52 (6), 586-594.
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.