Multiplication Achievement and Self-Efficacy in Third- and Fifth-Grade Students: Effects of Cross-Age Peer Tutoring and Skill Training
Author
Dennis, Lisa Marie GilesIssue Date
2013Keywords
Peer TutoringSelf-Efficacy
Self-Efficacy Training
Standardized Testing
Educational Psychology
Achievement
Advisor
Summers, Jessica J.
Metadata
Show full item recordPublisher
The University of Arizona.Rights
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.Abstract
Self-efficacy is the belief an individual has about his or her capabilities to successfully complete an activity. Self-efficacy stems from four sources: verbal persuasion, physiological states, past experiences, and vicarious experiences. Increases in self-efficacy in education are connected with an increase in academic achievement. The current study sought to answer the question of which of three treatment options would have the most positive effect on mathematical achievement and self-efficacy for correctly answering problems on a multiplication math test. Participants were third- and fifth-grade students identified by their teachers as struggling in math. Students either received training on skills designed to increase self-efficacy, participated in cross-age peer tutoring, or received a combination of both treatments. Achievement and self-efficacy were measured before and after treatment and four weeks following the end of treatment to measure the lasting effects.Type
textElectronic Dissertation
Degree Name
Ph.D.Degree Level
doctoralDegree Program
Graduate CollegeEducational Psychology