Literaturnachweis - Detailanzeige
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 |
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 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). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |