A Meta-Analytic Review of Social, Self-Concept, and Behavioral Outcomes of Peer-Assisted Learning
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 t...
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| Veröffentlicht in: | Journal of educational psychology 2006-11, Vol.98 (4), p.732-749 |
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| container_title | Journal of educational psychology |
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| creator | Ginsburg-Block, Marika D Rohrbeck, Cynthia A Fantuzzo, John W |
| description | 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. |
| doi_str_mv | 10.1037/0022-0663.98.4.732 |
| format | Article |
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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.</description><subject>Academic Achievement</subject><subject>Biological and medical sciences</subject><subject>Cooperative Learning</subject><subject>Correlation</subject><subject>Educational psychology</subject><subject>Effect Size</subject><subject>Effects</subject><subject>Elementary School Students</subject><subject>Fundamental and applied biological sciences. Psychology</subject><subject>Human</subject><subject>Individualized Evaluation</subject><subject>Intervention</subject><subject>Meta Analysis</subject><subject>Peer Groups</subject><subject>Peer Tutoring</subject><subject>Program Effectiveness</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychology. Psychophysiology</subject><subject>Psychosocial Development</subject><subject>Pupil and student. 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Academic achievement and failure</topic><topic>Self Concept</topic><topic>Socialization</topic><topic>Student behavior</topic><topic>Systematic review</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Ginsburg-Block, Marika D</creatorcontrib><creatorcontrib>Rohrbeck, Cynthia A</creatorcontrib><creatorcontrib>Fantuzzo, John W</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>Access via APA PsycArticles® (ProQuest)</collection><collection>ProQuest One Psychology</collection><jtitle>Journal of educational psychology</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Ginsburg-Block, Marika D</au><au>Rohrbeck, Cynthia A</au><au>Fantuzzo, John W</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ746480</ericid><atitle>A Meta-Analytic Review of Social, Self-Concept, and Behavioral Outcomes of Peer-Assisted Learning</atitle><jtitle>Journal of educational psychology</jtitle><date>2006-11-01</date><risdate>2006</risdate><volume>98</volume><issue>4</issue><spage>732</spage><epage>749</epage><pages>732-749</pages><issn>0022-0663</issn><eissn>1939-2176</eissn><coden>JLEPA5</coden><abstract>Meta-analysis was used to examine social, self-concept, and behavioral effects of peer-assisted learning (PAL) interventions with elementary school students. 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| source | APA PsycARTICLES |
| subjects | Academic Achievement Biological and medical sciences Cooperative Learning Correlation Educational psychology Effect Size Effects Elementary School Students Fundamental and applied biological sciences. Psychology Human Individualized Evaluation Intervention Meta Analysis Peer Groups Peer Tutoring Program Effectiveness Psychology. Psychoanalysis. Psychiatry Psychology. Psychophysiology Psychosocial Development Pupil and student. Academic achievement and failure Self Concept Socialization Student behavior Systematic review |
| title | A Meta-Analytic Review of Social, Self-Concept, and Behavioral Outcomes of Peer-Assisted Learning |
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