Metaanalyse av sosiale evner, selvfølelse og atferdsmessige utfall etter læring ved hjelp av jevnaldrende medelever

A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning

Forfattere
Ginsburg-Block, M. D. Rohrbeck, C. A. Fantuzzo, J. W.
Årstall
2006
Tidsskrift
Journal of Educational Psychology
Volum
98
Sider
732-749
Meta-analysis was used to examine social, self-concept, and behavioral effects of peer-assisted learning (PAL) interventions with elementary school students. An electronic search of PsycINFO and ERIC databases resulted in 36 relevant PAL studies. Overall, effect sizes were small to moderate across the 3 outcome variable domains. Both social and self-concept outcomes were positively correlated with academic outcomes. Specific PAL components--student autonomy, individualized evaluation, structured student roles, interdependent group rewards, and same-gender grouping--were related to effect sizes. PAL interventions were more effective for low-income versus higher income, urban versus suburban-rural, minority versus nonminority, and Grades 1-3 students versus Grades 4-6 students. Results suggest that PAL interventions that focus on academics can also improve social and self-concept outcomes. (PsycINFO Database Record (c) 2012 APA, all rights reserved) (journal abstract).

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Tiltaksnivå

Forebyggende og helsefremmende tiltak

Tema

Utvikling og livsmestring

Sosiale ferdigheter (inkl. vennerelasjoner)

Selvfølelse og selvtillit

Tiltak

Organisering av tiltak

Skole/barnehagebaserte tiltak

Aldersgruppe

Barn i skolealder (6-12 år)

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