Examined the role of contextual factors, such as assignment rationale, on the attitudinal effects of peer tutoring. 112 4th graders engaged in brief tutoring experiences as either a tutor or a tutee. Ss received 4 rationales for being selected as tutor or tutee: (a) a competence rationale, (b) a physical characteristic rationale, (c) a chance rationale, or (d) no rationale. As predicted, tutors had more positive attitudes than tutees when they had been given a competence or physical characteristic rationale but not when the tutors were provided a chance rationale or no rationale. Additionally, the tutors' and tutees' attitudes were enhanced when no rationale was provided. Results are discussed in terms of a role-theory analysis of tutoring and their implications for applied programs. (21 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).
All Science Journal Classification (ASJC) codes
- Developmental and Educational Psychology