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Autor/inHeidemann, Virginia
TitelACE Tutoring Scholarship: Designing an Incentive to Empower College Students to Effectively Engage with Academic Support
QuelleIn: Educational Practice and Theory, 42 (2020) 1, S.65-80 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1323-577X
DOI10.7459/ept/42.1.05
SchlagwörterIncentive Grants; Student Empowerment; College Students; Learner Engagement; Academic Support Services; Tutoring; Academic Achievement; Self Esteem; Self Determination; Peer Teaching; Educational Objectives; Scholarships; Indiana
AbstractResearch has shown that encouraging choice, self-initiation of behavior, and personal responsibility leads to both cognitive flexibility and self-esteem (McGraw & McCullers, 1979; Deci, Schwartz, et al., 1981). An appreciation for the positive impacts that peer tutoring can have on students' growth, confidence, and academic achievement, coupled with an awareness that many students hesitate to ask for help, led to the creation of a tutoring scholarship at Indiana University South Bend. Self-Determination Theory informed the formulation of the scholarship's essay requirements, with tutoring assessment guidelines and indicators of academic progress providing the baselines for service usage and academic outcomes. (As Provided).
AnmerkungenJames Nicholas Publishers. PO Box 5179, South Melbourne, VIC 3205 Australia. Tel: +61-39-696-5545; Fax: +61-39-699-2040; e-mail: custservice@jnponline.com; Web site: https://www.jamesnicholaspublishers.com.au/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2022/1/01
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