Tutoring and Social Psychology

Authors

  • 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

Abstract

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.

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Published

2018-05-11

Issue

Vol. 15 No. 2 (1981)

Section

Articles

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