Journal ArticleDOI
Age Differences in Reactions to Help in a Peer Tutoring Context.
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In this article, age differences in reactions to help in a peer tutoring context were investigated. And the authors found that help would be selfthreatening in dyads in which the children were similar to each other in both age and achievement.Abstract:
DEPAULO, BELLA M.; TANG, JOHN; WEBB, WILLIAM; HOOVER, CLAUDIA; MARSH, KERRY; and LITowlTZ, CAROL. Age Differences in Reactions to Help in a Peer Tutoring Context. CHILD DEVELOPMENT, 1989, 60, 423-439. Second and fourth graders (8and 10-year-olds) were tutored by children in the same grade as themselves or 2 grades older. It was predicted that help would be selfthreatening in dyads in which the children were similar to each other in both age and achievement. In those dyads, the high achieving tutees (and their tutors) should respond to the threat by performing well; in the same-age dyads with low achievers, however, only the tutors should perform well. This pattern should be more evident in the dyads involving fourth-grade tutees, who are more sensitive than are second graders to the self-relevant implications of social comparison information. These predictions were supported. We also hypothesized that help would be supportive in dyads in which the tutors were older and smarter than their tutees, especially if cooperative contingencies were in effect. As predicted, those dyads were characterized by positive socioemotional outcomes, but poor performance by the tutees relative to their tutors.read more
Citations
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Journal ArticleDOI
Peer and Cross-Age Tutoring in Math: Outcomes and Their Design Implications
TL;DR: A review of the literature on peer and cross-age tutoring emphasizes programs in mathematics and suggests that such programs have positive academic outcomes for African American and other minority students as well as for White students who participate as tutors, as tutees, or both as mentioned in this paper.
Journal ArticleDOI
Effects of Task and Ego Achievement Goals on Help-Seeking Behaviors and Attitudes.
Ruth Butler,Orna Neuman +1 more
TL;DR: In this article, a total of 159 2nd and 6th-grade Israeli children could request help as they worked on difficult puzzles in either a task or an ego goal condition.
Journal ArticleDOI
Team‐based reward allocation structures and the helping behaviors of outcome‐interdependent team members
Peter Bamberger,Racheli Levi +1 more
TL;DR: In this paper, the authors examine the effects of two key team-based pay characteristics, namely reward allocation procedures (i.e., reward based on norms of equity, equality or some combination of the two) and incentive intensity, on both the amount and type of help given to one another among members of outcome-interdependent teams.
Journal ArticleDOI
Collaborating with a Skilled Peer: The Influence of Achievement Goals and Perceptions of Partners' Competence on the Participation and Learning of Low-Achieving Students.
TL;DR: In this paper, the authors examined whether motivational goals influenced the participation and performance of low-achieving students during collaborative problem solving with a high achieving partner and found that low achieving students perceived their partner's competence as more similar to their own.
Journal ArticleDOI
The Benefits of Peer Collaboration on Strategy Use, Metacognitive Causal Attribution, and Recall
TL;DR: Overall, children's use of the sorting strategy and recall performance improved as a function of treatment group membership, and interaction with children working at a higher level of metacognitive knowledge increased strategy use and induced higher levels of meetacognitive thinking in children who had been operating at lower levels of metACognitive thinking.
References
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Journal ArticleDOI
A Theory of Social Comparison Processes
TL;DR: In this article, the authors pointed out that there is a strong functional tie between opinions and abilities in humans and that the ability evaluation of an individual can be expressed as a comparison of the performance of a particular ability with other abilities.
Journal ArticleDOI
The Perceived Competence Scale for Children.
TL;DR: The Perceived Competence Scale for Children as mentioned in this paper is a self-report instrument for assessing a child's sense of competence across different domains, instead of viewing perceived competence as a unitary construct.
Book ChapterDOI
Toward a Self-Evaluation Maintenance Model of Social Behavior
TL;DR: The Self-Evaluation Maintenance (SEM) model as discussed by the authors is composed of two dynamic processes, the reflection process and the comparison process, which have as component variables the closeness of another and the quality of that other's performance, which interact in affecting self-evaluation but do so in quite opposite ways in each of the processes.
Journal ArticleDOI
When does cooperative learning increase student achievement
TL;DR: In this article, a review of the achievement effects of cooperative learning instructional methods, in which students work in small groups to learn academic materials, is presented, and the authors conclude that only methods that provide group rewards based on group members' individual learning consistently increase student achievement more than control methods.
Journal ArticleDOI
Recipient reactions to aid
TL;DR: The authors presented a comprehensive review of research and theory on reactions to help, organized in terms of four conceptual orientations (i.e., equity, attribution, reactance, and threat to self-esteem).