A Meta-Analytic Review of Social, Self-Concept, and Behavioral Outcomes of Peer-Assisted Learning

Autor/inn/en	Ginsburg-Block, Marika D.; Rohrbeck, Cynthia A.; Fantuzzo, John W.
Titel	A Meta-Analytic Review of Social, Self-Concept, and Behavioral Outcomes of Peer-Assisted Learning
Quelle	In: Journal of Educational Psychology, 98 (2006) 4, S.732-749 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
Schlagwörter	Meta Analysis; Self Concept; Peer Groups; Cooperative Learning; Intervention; Elementary School Students; Databases; Effect Size; Correlation; Academic Achievement; Program Effectiveness + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Selbstkonzept; Gleichaltrigengruppe; Peer Group; Kooperatives Lernen; Datenbank; Korrelation; Schulleistung
Abstract	Meta-analysis was used to examine social, self-concept, and behavioral effects of peer-assisted learning (PAL) interventions with elementary school students. An electronic search of PsycINFO and ERIC databases resulted in 36 relevant PAL studies. Overall, effect sizes were small to moderate across the 3 outcome variable domains. Both social and self-concept outcomes were positively correlated with academic outcomes. Specific PAL components--student autonomy, individualized evaluation, structured student roles, interdependent group rewards, and same-gender grouping--were related to effect sizes. PAL interventions were more effective for low-income versus higher income, urban versus suburban-rural, minority versus nonminority, and Grades 1-3 students versus Grades 4-6 students. Results suggest that PAL interventions that focus on academics can also improve social and self-concept outcomes. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10