Emotional and cognitive effects of peer tutoring among secondary school mathematics students

References

• Ainscow M, Miles S. Making education for all inclusive: where next? Prospects. 2008;38(1):15–34.
   Google Scholar
• Sheehy K. Ethics and research in inclusive education: values into practice. London: Psychology Press; 2005.
   Google Scholar
• Fernández-Batanero JM. ¿Educación inclusiva en nuestros centros educativos? Sí, pero ¿cómo?. Contextos educativos: Revista de educación. 2005;8:135–148.
   Google Scholar
• Ashman A, Gillies R. Cooperative learning: the social and intellectual outcomes of learning in groups. Abingdon (UK): Routledge; 2003.
   Google Scholar
• Coll C. Estructura grupal, interacción entre alumnos y aprendizaje escolar. Infancia y aprendizaje. 1984;7(27–28):119–138.
   Google Scholar
• Vygotsky L. Interaction between learning and development. In: Gauvin M, Cole M, editors. Readings on the development of children. Cambridge (MA): Harvard University Press; 1978. p. 34–41.
   Google Scholar
• Duran D. Tutoría entre iguales. Innovación Educativa. 2004;75:63–68.
   Google Scholar
• Topping K. The effectiveness of peer tutoring in further and higher education: a typology and review of the literature. High Educ. 1996;32(3):321–345.
   Web of Science ®Google Scholar
• Linton R. The effects of grade displacement between students tutors and students tutored. Diss Abstr Int. 1973;33(8-a):4091.
   Google Scholar
• Lippit P. Learning through cross-age helping: why and how. In: Allen, V, editor. Children as teachers, theory and research on tutoring. New York (NY): Academic Press; 1976. p. 157–168.
   Google Scholar
• Allen V, Feldman R. Studies on the role of tutor. In: Allen, V, editor. Children as teachers, theory and research on tutoring. New York (NY): Academic Press; 1976. p. 113–129.
   Google Scholar
• Burnish P. Peer-assisted learning strategies: an evidence-based practice to promote reading achievement. Lear Disab Res Pract. 2005;15(2):85–91.
   Google Scholar
• Topping K. Peer-assisted learning: a practical guide for teachers. Newton (MA): Brookline Books; 2008.
   Google Scholar
• Duran D. Una experiencia de tutoría entre iguales, método de aprendizaje cooperativo para la diversidad. Barcelona: Congreso Internacional Una escola per a tothom; 2003
   Google Scholar
• Leung K. Preliminary empirical model of crucial determinants of best practice for peer tutoring on academic achievement. J Educ Psychol. 2015;107(2):558.
   Web of Science ®Google Scholar
• Ritter G, Denny G, Albin G, et al. The effectiveness of volunteer tutoring programs: a systematic review. Virginia: The Campbell Collaboration; 2006.
   Google Scholar
• Spencer VG. Peer tutoring and students with emotional or behavioral disorders: a review of the literature. Behav Disorders. 2006;31(2):204–222.
   Web of Science ®Google Scholar
• Byrd DE. Peer tutoring with the learning disabled: a critical review. J Edu Res. 1990;84(2):115–118.
   Web of Science ®Google Scholar
• Flores M, Duran D. Effects of peer tutoring on reading self-concept. Int J Educ Psychol. 2013;2(3):297–324.
   Google Scholar
• Gavota MC, Cattaneo A, Arn C, et al. Computer‐supported peer commenting: a promising instructional method to promote skill development in vocational education. J Voc Educ Train. 2010;62(4):495–511.
   Google Scholar
• Scheeler MC, Macluckie M, Albright K. Effects of immediate feedback delivered by peer tutors on the oral presentation skills of adolescents with learning disabilities. Remedial Spec Educ. 2010;31(2):77–86.
   Web of Science ®Google Scholar
• Spörer N, Brunstein JC, Kieschke ULF. Improving students' reading comprehension skills: effects of strategy instruction and reciprocal teaching. Learn Instr. 2009;19(3):272–286.
   Web of Science ®Google Scholar
• Duran Gisbert D, Monereo C. The impact of peer tutoring on the improvement of linguistic competence, self-concept as a writer and pedagogical satisfaction. Sch Psychol Int. 2008;29(4):481–499.
   Web of Science ®Google Scholar
• Ismail HN, Alexander JM. Learning within scripted and nonscripted peer tutoring sessions: the Malaysian context. J Edu Res. 2005;99(2):67–77.
   Web of Science ®Google Scholar
• Gautreaux G. The effects of monitoring training on the acquisition of an observational learning repertoire under peer tutoring conditions, generalization and collateral effects [doctoral dissertation]; Columbia (NY): Teachers College, Columbia University; 2005.
   Google Scholar
• Nazzal A. Peer tutoring and at-risk students: an exploratory study. Action Teach Edu. 2002;24(1):68–80.
   Google Scholar
• Knowles A. International encyclopedia of higher education. Hoboken (NJ): Jossey-Bass, Wiley; 1977.
   Google Scholar
• Martin A, Debus R. Self‐reports of mathematics self‐concept and educational outcomes: the roles of ego‐dimensions and self‐consciousness. Br J Educ Psychol. 1998;68(4):517–535.
   PubMed Web of Science ®Google Scholar
• Pajares F. Motivational role of self-efficacy beliefs in self-regulated learning. In: Schunk DH, Zimmerman BJ, editors. Motivation and self-regulated learning: theory, research, and applications. New York (NY): Lawrence Erlbaum Associates; 2008. p. 111–139.
   Google Scholar
• Miñano P, Castejón J. Variables cognitivas y motivacionales en el rendimiento académico en Lengua y Matemáticas: un modelo estructural. Revista Psicodidáctica. 2011;16(2):203–230.
   Google Scholar
• Pintrich P, Marx R, Boyle R. Beyond cold conceptual change: the role of motivational beliefs and classroom contextual factors in the process of conceptual change. Rev Educ Res. 1993;63(2):167–199.
   Web of Science ®Google Scholar
• Hattie J. Self-concept. New York (NY): Psychology Press; 2014.
   Google Scholar
• Shavelson R, Bolus R. Self-concept: the interplay of theory and methods. J Educ Psychol. 1982;74(1):3–17.
   Web of Science ®Google Scholar
• Gómez-Chacón I. Matemática emocional. Los afectos en el aprendizaje matemático. Madrid: Narcea; 2000.
   Google Scholar
• Young-Loveridge J. Two decades of mathematics education reform in New Zealand: what impact on the attitudes of teacher education students? In: Sparrow l, Lissane B, Hurst C, editors. 33rd Annual Conference of the Mathematics Education Research Group of Australasia. John Curtin College of the Arts, Fremantle: MERGA Inc; 2010. p. 705–712.
   Google Scholar
• Ifamuyiwa SA, Akinsola MK. Improving senior secondary school students’ attitude towards mathematics through self and cooperative-instructional strategies. Int J Math Edu Sci Technol. 2008;39(5):569–585.
   Google Scholar
• Hondrich K, Koch-Arzberger C. Solidarität in der modernen Gesellschaft. Frankfurt (Germany): Fischer Taschenbuch-Verlag; 1992.
   Google Scholar
• Cortina A. Ciudadanos Del Mundo: Hacia Una Teoría De La Ciudadanía. Madrid: Alianza Editorial; 1998.
   Google Scholar
• Robbins S. Organizational behavior: concepts, controversies, and applications. Upper Saddle River (NJ): Prentice Hall; 1991.
   Google Scholar
• Hollander E. Principles and methods of social psychology. New York (NY): Oxford University Press; 1967.
   Google Scholar
• Roche Olivar R. Psicología y educación para la prosocialidad. Barcelona: Universitat Autonoma de Barcelona; 1998.
   Google Scholar
• Escámez J. Solidaridad y voluntariado social. Valencia: Fundació Bancaixa; 1999.
   Google Scholar
• Moliner L, Flores M, Duran D. Efectos sobre la mejora de las competencias lingüísticas y la autoimagen lectora a través de un programa de tutoría entre iguales. Revista de Investigación en Educación. 2011;9(2):209–222.
   Google Scholar
• Albert M. La investigación educativa. Claves teóricas. Madrid: McGraw Hill. 2006.
   Google Scholar
• Gil N, Guerrero E, Blanco L. El dominio afectivo en el aprendizaje de las matemáticas. Revista Electrónica de Investigación Psicoeducativa. 2006;8(4):47–72.
   Google Scholar
• Ortega P, Mínguez R. Educación moral: una propuesta alternativa. Revista de Ciencias de la Educación. 1992;149:69–77.
   Google Scholar
• Moliner L, Moliner O, Sales A. Enseñar y aprender Biología y Geología a través de la tutoría entre iguales. Enseñanza de las ciencias. 2013;31(3);189–206.
   Google Scholar
• León O, Montero I. Métodos de investigación en psicología y educación. Madrid. McGraw Hill; 2004.
   Google Scholar
• Cronbach L. Coefficient alpha and the internal structure of tests. Psychometrika. 1951;16(3):297–334.
   Web of Science ®Google Scholar
• Novick MR, Lewis C. Coefficient alpha and the reliability of composite measurements. Psychometrika. 1967;32(1):1–13.
   PubMed Web of Science ®Google Scholar
• Karsenty R. Nonprofessional mathematics tutoring for low-achieving students in secondary schools: a case study. Educ Stud Math. 2010:74(1);1–21.
   Web of Science ®Google Scholar
• Gautreaux G. The effects of monitoring training on the acquisition of an observational learning repertoire under peer tutoring conditions, generalization and collateral effects. Columbia (NY): Teachers College, Columbia University; 2005.
   Google Scholar
• Schneck AJ. The effects of after-school peer tutoring programs in mathematics [doctoral dissertation]. Minneapolis (MN): University of Minnesota; 2010.
   Google Scholar
• Lazarus K. Effect of peer tutoring and cooperative learning instructional strategies on mathematics achievement of students with learning disabilities in Oyo State, Nigeria. Afr J Psychol Stud Soc Issues. 2014;17(1):96–105.
   Google Scholar
• Calhoon M, Fuchs L. The effects of peer-assisted learning strategies and curriculum-based measurement on the mathematics performance of secondary students with disabilities. Remedial Spec Educ. 2003;24(4):235–245.
   Web of Science ®Google Scholar
• Fantuzzo J, Davis G, Ginsburg M. Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement. J Educ Psychol. 1995;87(2):272.
   Web of Science ®Google Scholar
• Topping K, Campbell J, Douglas W, et al. Cross-age peer tutoring in mathematics with seven-and 11-year-olds: influence on mathematical vocabulary, strategic dialogue and self-concept. Educ Res. 2003;45(3):287–308.
   Web of Science ®Google Scholar
• Mosca A, Santiviago C. Fundamentos conceptuales de las tutorías entre pares. La experiencia de la Universidad de la República. Programa de respaldo al aprendizaje. Montevideo (Uruguay): UDELAR; 2012.
   Google Scholar
• Topping K, Duran D, Van Keer H. Using peer tutoring to improve reading skills: a practical guide for teachers. New York (NY): Routledge; 2004.
   Google Scholar
• Flores M, Duran D. Effects of peer tutoring on reading self-concept. Int J Educ Psychol. 2013;2(3):297–324.
   Google Scholar
• Alrajhi MN, Aldhafri SS. Peer tutoring effects on Omani students' English self-concept. Int Educ Stud. 2015;8(6):184.
   Google Scholar
• Maheady L. Classwide peer tutoring: practice, theory, research, and personal narrative. Interv Sch Clin. 2010;46(2):71–78.
   Web of Science ®Google Scholar
• Robinson D, Steers-Wentzell K. Peer and cross-age tutoring in math: outcomes and their design implications. Educ Psychol Rev. 2005;17(4):327–362.
   Web of Science ®Google Scholar
• Pajares F, Urdan T. Educating adolescents: challenges and strategies. Trieste (Italy): IAP; 2004.
   Google Scholar
• Gillies R. Enhancing classroom-based talk. New York (NY): Routledge; 2016.
   Google Scholar
• Miravet LM, Ciges AS, García OM. An experience of reciprocal peer tutoring at the university. Procedia – Soc Behav Sci. 2014;116:2809–2812.
   Google Scholar
• Miravet LM, García OM, Ciges AS. Enseñar y aprender Biología y Geología a través de la tutoría entre iguales. Enseñanza de las ciencias: revista de investigación y experiencias didácticas. 2013;31(3):189–206.
   Google Scholar
• Cohen P, Kulik J, Kulik CL. Educational outcomes of tutoring: a meta-analysis of findings. Am Educ Res J. 1982;19(2):237–248.
   Web of Science ®Google Scholar
• Sinha T, Zhao R, Cassell J. Exploring socio-cognitive effects of conversational strategy congruence in peer tutoring. In: Proceedings of the 1st Workshop on Modeling Interpersonal Synchrony and Influence. Seattle (WA): ACM; Vol. 11; 2015. p. 5–12.
   Google Scholar
• DuPaul G, Ervin R, Hook C, et al. Peer tutoring for children with attention deficit hyperactivity disorder: effects on classroom behavior and academic performance. J Appl Behav Anal. 1998;31(4):579–592.
   PubMed Web of Science ®Google Scholar
• Topping K, Kearney M, McGee E, et al. Tutoring in mathematics: a generic method. Mentor Tutor. 2004;12(3):353–370.
   Google Scholar
• Schleyer G, Langdon G, James S. Peer tutoring in conceptual design. Eur J Eng Educ. 2005;30(2):245–254.
   Google Scholar
• Gillies A. The cross-age tutoring experience for students with and without disabilities. Int Res Early Child Educ. 2013;4(1):105–126.
   Google Scholar
• Tsuei M. Using synchronous peer tutoring system to promote elementary students' learning in mathematics. Comput Educ. 2012;58(4):1171–1182.
   Web of Science ®Google Scholar
• Topping K, Miller D, Murray P, et al. Outcomes in a randomised controlled trial of mathematics tutoring. Educ Res. 2011;53(1):51–63.
   Web of Science ®Google Scholar
• Cortina JM. . What is coefficient alpha? An examination of theory and applications. J Appl Psychol. 1993;78(1):98.
   Web of Science ®Google Scholar
• Nunnally JC, Bernstein IH. Psychometric theory 3. New York (NY): McGraw-Hill; 1994.
   Google Scholar
• Raykov T, Marcoulides GA. Introduction to psychometric theory. New York (NY): Routledge; 2011.
   Google Scholar