A Spoonful of Success: Undergraduate Tutor-Tutee Interactions and Performance

Autor/inn/en	Marx, Jonathan; Wolf, Michelle G.; Howard, Kimberly
Titel	A Spoonful of Success: Undergraduate Tutor-Tutee Interactions and Performance
Quelle	In: Learning Assistance Review, 21 (2016) 2, S.85-108 (24 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0059
Schlagwörter	Undergraduate Students; Tutoring; Tutors; Teacher Student Relationship; Peer Teaching; Self Efficacy; Academic Achievement; Study Habits; Independent Study; Outcomes of Education; Least Squares Statistics; Regression (Statistics); Grades (Scholastic); Student Improvement; Predictor Variables; Student Personnel Services; Questionnaires + Suchen Sie Ihr Suchwort? Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer group teaching; Peer Group Teaching; Self-efficacy; Selbstwirksamkeit; Schulleistung; Study behavior; Study behaviour; Studienverhalten; Selbststudium; Lernleistung; Schulerfolg; Regression; Regressionsanalyse; Notenspiegel; Prädiktor; Fragebogen
Abstract	We explore how the dynamics of the tutor-tutee relationship influence students' self-reliance and, ultimately, course performance. We examine 333 tutor and tutee pairs at a student success center at a public, comprehensive, university attended by approximately 5,000 undergraduates enrolled in more than 60 courses during spring 2015. The results indicate that, as the frequency and quality of the interactions between tutor and tutees increase, the tutors are more likely to foster independent study habits in the tutee. The incorporation of independent study habits was then associated with better course outcomes. (As Provided).
Anmerkungen	National College Learning Center Association. Web site: http://www.nclca.org/tlar
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01