Reward Salience, Assessment of Success, and Critical Attitudes Among Tutors

Fresko, Barbara

doi:10.1080/00220671.1988.10885846

Cited by 3 publications

(2 citation statements)

References 24 publications

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“…Previous research (10) has demonstrated that there is greater success with tutors selected for their high intrinsic motivation to be good tutors. College students who needed extrinsic rewards, such as payment, to increase their motivation as tutors reported less improvement in the performance of their tutees (7). The upper-level students eagerly sought to be involved in the tutoring system.…”

Section: Discussionmentioning

confidence: 99%

Peer tutoring improves student performance in an advanced physiology course.

Lake

1999

Advances in Physiology Education

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Effectiveness of a peer tutoring system developed for an advanced physiology course was assessed in terms of academic performance and perceived value. Forty-five students took the course without the peer tutoring system, and sixty-nine students took the course with peer tutoring. Grades from both groups of students were compared with grades earned in an introductory physiology course. Tutored students were asked how much they valued the peer tutoring. There was a decline in grades received by the students in the advanced physiology course compared with their scores in the introductory physiology course in both tutored and untutored groups. However, the decline in the tutored group was significantly (P = 0.015) less than that in the untutored group of students. Tutored students reacted very favorably to the tutoring sessions and expressed a desire to see tutoring expanded to other courses. This was the first demonstration of the effectiveness of peer tutoring in college science teaching. Peer tutoring appears to be effective in enhancing student performance as well as being perceived as beneficial by the students.

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Section: Discussionmentioning

confidence: 99%

Peer tutoring improves student performance in an advanced physiology course.

Lake

1999

Advances in Physiology Education

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“…For example, extrinsically motivated tutors might be expected to be less inclined to identify with the values and attitudes of the helping role of tutor. Past research supports this contention (Fresko, 1988).…”

Section: Discussionmentioning

confidence: 99%

Attitudinal Change Among University Student Tutors¹

Fresko¹

1997

J Applied Social Pyschol

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Attitudinal change among 323 university tutors of school children was examined in the areas of social responsibility, beliefs in intervention, and perceptions of the disadvantaged. Role theory and the contact hypothesis provided the theoretical base for predicting path models in which tutor traits, aspects of the tutoring situation, tutoring outcomes, and pretutoring attitudes were used to explain attitudes following 7 to 8 months of tutoring experience. Results showed somewhat improved attitudes toward the disadvantaged; however, social responsibility and attitudes toward intervention decreased slightly. Empirical path models for the latter 2 areas were nearly identical, and differed from that for attitudes toward the disadvantaged.

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