Effects of parent involvement in isolation or in combination with peer tutoring on student self-concept and mathematics achievement

Autor:	John W. Fantuzzo, Marika D. Ginsburg, Gwendolyn Y. Davis
Rok vydání:	1995
Předmět:	School age child Reciprocal teaching Developmental and Educational Psychology Self-concept Primary education Mathematics education School adjustment Psychology Peer teaching Peer tutor Curriculum Education Developmental psychology
Zdroj:	Journal of Educational Psychology. 87:272-281
ISSN:	1939-2176 0022-0663
DOI:	10.1037/0022-0663.87.2.272
Popis:	The present study examined the effects of a home-based, parent involvement (PI) intervention and the reciprocal peer tutoring (RPT) intervention on the self-concept and mathematics achievement of academically at-risk urban elementary school students. Seventy-two 4th- and 5th-grade students evidencing difficulties in mathematics were selected. Students were assigned randomly to 3 conditions: PI+RPT, PI, and practice control (PC). Student self-concept reports showed that students in the PI+RPT and PI conditions reported higher ratings of scholastic and behavior conduct than controls. Students in the PI+RPT conditions perceived themselves as more socially confident than did PI or PC students. Mathematics findings indicated that students who received PI+RPT displayed higher levels of accurate mathematics computations on a curriculum-based measure than PI or PC students. PI+RPT students also had significantly higher scores on a standardized measure of mathematics computation than PC students. The relationships between the PI intervention components and school adjustment were discussed
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::8d0dd1d1d60784c18ee6a286cc34534d https://doi.org/10.1037/0022-0663.87.2.272 Zobrazit plný text záznamu