Peer Tutoring in Middle School Mathematics: Academic and Psychological Effects and Moderators

Autor/inn/en	Moliner, Lidon; Alegre, Francisco
Titel	Peer Tutoring in Middle School Mathematics: Academic and Psychological Effects and Moderators
Quelle	In: Educational Psychology, 42 (2022) 8, S.1027-1044 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moliner, Lidon) ORCID (Alegre, Francisco)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2022.2112148
Schlagwörter	Peer Teaching; Tutoring; Middle School Mathematics; Mathematics Achievement; Mathematics Anxiety; Student Attitudes; Middle School Students; Self Concept; Foreign Countries; Intervention; Grade 7; Grade 8; Grade 9; Spain; Trends in International Mathematics and Science Study; Mathematics Anxiety Rating Scale; Fennema Sherman Mathematics Attitudes Scales + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Förderkonzept; Nachhilfeunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Selbstkonzept; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Spanien
Abstract	In this study reciprocal peer tutoring was implemented in middle school mathematics classes for a six-month period. The effects of this methodology on students' mathematics achievements, mathematics anxiety levels, attitudes towards mathematics, and mathematics self-concepts were examined. Study participants included 768 students in grades 7-9 (12-15 years old). Statistically significant differences and positive effect sizes were reported for mathematics achievement, mathematics anxiety level, and mathematics self-concept (Hedge's g average value of 0.28). No significant statistical differences were reported for mathematics attitude. Students' repeating condition acted as significant moderators for mathematics anxiety. The main conclusion is that reciprocal peer tutoring can be very beneficial academically and psychologically for middle school mathematics students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01