Peer tutoring in reading
The effects of role and organization on two dimensions of self-esteem
Bibliographic Data
| ID | 5265652 |
|---|---|
| Authors | David Miller (0000-0002-3868-5792, University of Dundee, corresponding author), Keith J Topping (0000-0002-0589-6796, University of Dundee), Keith Topping, Allen Thurston (0000-0001-9518-3257, University of Stirling) |
| Year | 2010 |
| Volume | 80 |
| Issue | 3 |
| Pages | 417-433 |
| Publication date | 2010-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1348/000709909x481652 |
| PMID | 20070921 |
| OpenAlex | W1963921151 |
| Language | EN |
| Citations received | 2 |
| References cited | 23 |
BackgroundPaired reading (PR) is an application of peer tutoring. It has been extensively researched, and its efficacy across a range of outcomes has been established. Benefits include improvements in key reading skills, and also in affective aspects of learning. Several studies have shown gains in self-esteem, although measurement methods have varied, and the model of self-esteem has rarely been clearly articulated.AimsTo investigate the changes in self-esteem of children participating in a randomized trial of PR over a 15-week treatment period. To investigate the relative contribution of self-worth and self-competence to any gains in self-esteem. To investigate whether the pattern of change differs in children who take on different roles in the PR process.ParticipantsThe participants comprised a subset of a large-scale randomized trial of peer learning (The Fife Peer Learning Project). Four schools were randomly selected from schools allocated to the same-age PR condition, and four schools from those allocated to the cross-age PR condition. The same-age group consisted of 87 primary 6 children (10-11 years old). The cross-age group consisted of 81 primary 6 children. The controls, from schools randomly selected from a neighbouring authority, consisted of 92 primary 6 children.MethodA pre-post design employing self-report measures of self-esteem. Rosenberg's Self-Esteem Scale was used, with scores analysed for worth and competence. The treatment period was 15 weeks, with the participants following a prescribed PR process.ResultsSignificant pre-post gains were noted in self-esteem, driven predominantly by improved beliefs about competence, in both same-age and cross-age conditions, but not for controls. Gains were also seen in self-worth in the cross-age condition. Further analyses of the influence of organizational condition (same-age or cross-age) and role played (tutor vs. tutee) showed significant differences between same-age tutors and cross-age tutors in relation to self-worth. Effect sizes were generally small or moderate.ConclusionsThe findings provide further support for the belief that PR can enhance self-esteem. Importantly, the use of a two-dimensional model provides extra information about self-perceptions in PR contexts: first, the central role of self-competence; and second, the gains in self-worth which are associated with tutoring younger children (but not same-age peers). This new information has educational significance for schools considering the potential of peer tutoring and the benefits of different organizational conditions
Competence (human resources) · Developmental psychology · Peer group · Randomized controlled trial · Self-esteem · Educational and Psychological Assessments · Innovative Teaching and Learning Methods · Medicine · Psychology · Reading and Literacy Development · Social Psychology
| Citations per year | 0.25 |
|---|---|
| Citation span | 2018 - 2026 (9) |
| Highly cited | No |