Tutoring and Social Psychology

Auteurs-es

  • Neil M. Malamuth University of Manitoba
  • Shelly J.C. Turcotte University of Manitoba
  • Carol Taylor Fitz-Gibbon University of Newcastle, England

DOI :

https://doi.org/10.11575/jet.v15i2.43905

Résumé

The implications of social psychological theory and research, particularly in the area of social influence, are examined in an attempt to provide a theoretical foundation for cross-age tutoring programs. Areas discussed include the relative effectiveness of adults and peers as sources of social influence, the desirability and effect liveness of various bases of social influence, and the effects of tutoring programs on students, tutors and teachers. A set of hypotheses that merit empirical testing is outlined. The potential benefits of utilizing social psychological theory in the development, implementation, and analysis of cross-age tutoring are examined.

Téléchargements

Publié-e

2018-05-11

Numéro

Vol. 15 No. 2 (1981)

Rubrique

Articles

Licence

The Journal of Educational Thought retains first publication rights for all articles. The Journal grants reproduction rights for noncommercial educational purposes with the provision that full acknowledgement of the work’s source be noted on each copy. The Journal will redirect to the appropriate authors any inquiries for further commercial publication of individual articles. All authors wishing to publish in JET will be asked to fill in and sign a Consent to Publish and Transfer of Copyright agreement.

Authors must affirm that any submission to JET has not been and will not be published or submitted elsewhere while under considration by JET.