Peer-tutoring (PT) is a widely studied learning strategy. No studies, to our knowledge, have examined the effects of PT on tutors’ metacognitive abilities, particularly in relation to implicit theories of intelligence. Study 1 aimed to determine the effects of PT on tutors’ theory and beliefs of intelligence and self-confidence in their own intelligence. Study 2 aimed to explore the efficacy of a metacognitive training administered to tutors on some metacognitive dimensions for both tutors and tutees. In Study 1, we compared tutors and no-tutors before and after PT; in Study 2 we compared tutors, who completed a brief metacognitive training, with a group of standard tutors, as well as their relative tutees. Participants were assigned to experimental conditions and assessed using various standardized questionnaires. Study 1 revealed a surprising negative effect: after PT, tutors tended to abandon the idea of intelligence as a modifiable construct and adopt a more dysfunctional theory of entity intelligence (Cohen’s d = .66). Study 2 also showed that the PT experience negatively affected tutors’ theory of intelligence (Cohen’s d = .94), but this held only for untrained tutors. We also found a positive indirect effect of the training on tutees’ attitudes toward math.
Does Peer Tutoring Have Negative Effects? An Investigation and Intervention on Tutors’ Implicit Theories and Beliefs of Intelligence
ELENA GANDOLFI;
2024-01-01
Abstract
Peer-tutoring (PT) is a widely studied learning strategy. No studies, to our knowledge, have examined the effects of PT on tutors’ metacognitive abilities, particularly in relation to implicit theories of intelligence. Study 1 aimed to determine the effects of PT on tutors’ theory and beliefs of intelligence and self-confidence in their own intelligence. Study 2 aimed to explore the efficacy of a metacognitive training administered to tutors on some metacognitive dimensions for both tutors and tutees. In Study 1, we compared tutors and no-tutors before and after PT; in Study 2 we compared tutors, who completed a brief metacognitive training, with a group of standard tutors, as well as their relative tutees. Participants were assigned to experimental conditions and assessed using various standardized questionnaires. Study 1 revealed a surprising negative effect: after PT, tutors tended to abandon the idea of intelligence as a modifiable construct and adopt a more dysfunctional theory of entity intelligence (Cohen’s d = .66). Study 2 also showed that the PT experience negatively affected tutors’ theory of intelligence (Cohen’s d = .94), but this held only for untrained tutors. We also found a positive indirect effect of the training on tutees’ attitudes toward math.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
