Previous meta-analyses of the effects of peer tutoring on academic achievement have been plagued with theoretical and methodological flaws. Specifically, these studies have not adopted both fixed and mixed effects models for analyzing the effect size; they have not evaluated the moderating effect of some commonly used parameters, such as comparing same-age reciprocal peer tutoring, same-age nonrecip rocal, or cross-age peer tutoring; considered the educational level of tutee or tutor; or properly addressed publication bias. Most studies are confined to specific populations and particular subjects (mainly mathematics and reading), and some studies are confounded by other types of intervention (such as cooperative learning or adult-led tutoring). Hence, there is a compelling need for an updated, compre hensive meta-analysis evaluating the effect of peer tutoring on academic achievement that incorporates advances in methodology, is not confounded by other modes of peer learning, and engages a wide range of participants and various subjects. The present study demonstrates that peer tutoring has a positive impact on academic achievement. The moderators and crucial determinants of the effectiveness of peer tutoring are identified and compared. Moreover, program parameters based on the concepts of role theory and interdependent group contingencies are evaluated. Finally, a preliminary empirical model of the crucial determinants of best practices for peer tutoring on academic achievement is proposed.Peer tutoring has been commonly implemented in educational settings. Research has demonstrated that peer tutoring has a pos itive impact on academic outcomes. Several meta-analyses have examined the effects of peer tutoring systematically and empiri cally. However, many of these meta-analyses have been plagued with methodological or theoretical flaws. The aim in the present investigation was to synthesize previous research on peer tutoring, address its limitations, evaluate the effects of peer tutoring on academic achievement, and identify the crucial determinants of the effectiveness of peer tutoring. Finally, a preliminary empirical model of the crucial determinants of best practices for peer tutor ing on academic achievement is proposed.
Current research has shown that there is a separation of the competence and affect components of academic self-concept on the Self-Description Questionnaire (SDQ) II in Western culture. However, no studies have investigated the competence-affect separation for the Math and Verbal scales of the SDQ II in Chinese samples. The present study examines such separation in a sample of 480 Chinese high school students and provides strong support for the competenceaffect separation on the Math and Verbal scales of the Chinese version of the SDQ II. Implications are discussed.
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