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Does peer tutoring have negative effects? An investigation and intervention on tutors' implicit theories and beliefs of intelligence.
- Source :
-
Educational Psychology . Jun2024, Vol. 44 Issue 5, p632-648. 17p. - Publication Year :
- 2024
-
Abstract
- Peer-tutoring (PT) is a widely studied learning strategy. No studies, to our knowledge, have examined the effects of PT on tutors' metacognitive abilities, particularly in relation to implicit theories of intelligence. Study 1 aimed to determine the effects of PT on tutors' theory and beliefs of intelligence and self-confidence in their own intelligence. Study 2 aimed to explore the efficacy of a metacognitive training administered to tutors on some metacognitive dimensions for both tutors and tutees. In Study 1, we compared tutors and no-tutors before and after PT; in Study 2 we compared tutors, who completed a brief metacognitive training, with a group of standard tutors, as well as their relative tutees. Participants were assigned to experimental conditions and assessed using various standardised questionnaires. Study 1 revealed a surprising negative effect: after PT, tutors tended to abandon the idea of intelligence as a modifiable construct and adopt a more dysfunctional theory of entity intelligence (Cohen's d =.66). Study 2 also showed that the PT experience negatively affected tutors' theory of intelligence (Cohen's d =.94), but this held only for untrained tutors. We also found a positive indirect effect of the training on tutees' attitudes towards maths. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 01443410
- Volume :
- 44
- Issue :
- 5
- Database :
- Academic Search Index
- Journal :
- Educational Psychology
- Publication Type :
- Academic Journal
- Accession number :
- 179339080
- Full Text :
- https://doi.org/10.1080/01443410.2024.2389186