Multiplication Achievement and Self-Efficacy in Third- and Fifth-Grade Students: Effects of Cross-Age Peer Tutoring and Skill Training

Persistent Link:
http://hdl.handle.net/10150/293588
Title:
Multiplication Achievement and Self-Efficacy in Third- and Fifth-Grade Students: Effects of Cross-Age Peer Tutoring and Skill Training
Author:
Dennis, Lisa Marie Giles
Issue Date:
2013
Publisher:
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:
text; Electronic Dissertation
Keywords:
Peer Tutoring; Self-Efficacy; Self-Efficacy Training; Standardized Testing; Educational Psychology; Achievement
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Educational Psychology
Degree Grantor:
University of Arizona
Advisor:
Summers, Jessica J.

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleMultiplication Achievement and Self-Efficacy in Third- and Fifth-Grade Students: Effects of Cross-Age Peer Tutoring and Skill Trainingen_US
dc.creatorDennis, Lisa Marie Gilesen_US
dc.contributor.authorDennis, Lisa Marie Gilesen_US
dc.date.issued2013-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © 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.en_US
dc.description.abstractSelf-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.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectPeer Tutoringen_US
dc.subjectSelf-Efficacyen_US
dc.subjectSelf-Efficacy Trainingen_US
dc.subjectStandardized Testingen_US
dc.subjectEducational Psychologyen_US
dc.subjectAchievementen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineEducational Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorSummers, Jessica J.en_US
dc.contributor.committeememberWood, Marcy B.en_US
dc.contributor.committeememberBurross, Heidi L.en_US
dc.contributor.committeememberSummers, Jessica J.en_US
All Items in UA Campus Repository are protected by copyright, with all rights reserved, unless otherwise indicated.