Literaturnachweis - Detailanzeige
Autor/inn/en | Marx, Jonathan; Wolf, Michelle G.; Howard, Kimberly |
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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 (2) |
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 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 |