Effects of role and assignment rationale on attitudes formed during peer tutoring

Examined the role of contextual factors, such as assignment rationale, on the attitudinal effects of peer tutoring. 112 4th graders engaged in brief tutoring experiences as either a tutor or a tutee. Ss received 4 rationales for being selected as tutor or tutee: (a) a competence rationale, (b) a physical characteristic rationale, (c) a chance rationale, or (d) no rationale. As predicted, tutors had more positive attitudes than tutees when they had been given a competence or physical characteristic rationale but not when the tutors were provided a chance rationale or no rationale. Additionally, the tutors' and tutees' attitudes were enhanced when no rationale was provided. Results are discussed in terms of a role-theory analysis of tutoring and their implications for applied programs. (21 ref) (PsycINFO Database Record (c) 2006 APA, all rights reserved).