Motivational features of extracurricular learning sessions in all-day schools with and without peer tutoring from different perspectives.

Autor/inn/en	Heyne, Nora; Hacking, Jacqueline; Schrick, Isabell
Titel	Motivational features of extracurricular learning sessions in all-day schools with and without peer tutoring from different perspectives. Gefälligkeitsübersetzung: Motivationsmerkmale bei außerschulischen Lerneinheiten in Ganztagsschulen mit und ohne Peer-Tutoring aus unterschiedlichen Perspektiven.
Quelle	Aus: Schüpbach, Marianne (Hrsg.); Lilla, Nanine (Hrsg.): Extended education from an International comparative point of view. WERA-IRN extended education conference volume. Wiesbaden: Springer Fachmedien (2019) S. 155-170 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-658-27171-8; 978-3-658-27172-5
DOI	10.1007/978-3-658-27172-5_11
Schlagwörter	Einstellung (Psy); Schule; Sekundarbereich; Lehrer; Lehrerausbildung; Schüler; Lernen; Motivation; Peer Group Teaching
Abstract	In Germany, the number of all-day schools with extracurricular learning opportunities is expanding in order to foster pupils' competences and compensate for individual disadvantages. In this context, peer tutoring such as that implemented in the "SamS" program, in which 8th graders serve as tutors in extracurricular learning sessions with younger pupils, is seen as a promising approach. This study investigates how tutors, teachers, and pupils as well as external observers perceive the sessions with and without tutors. Based on the current literature on beneficial features of learning (sessions), we first addressed the question of how the participating pupils estimated motivational features compared to teachers, tutors, or external observers' video-based ratings. We expected pupils to perceive more motivating features in learning sessions with peer tutors than without them. Our results based on questionnaires completed by pupils (N = 63), tutors (N = 4) and teachers (N = 5) and video-based ratings by external observers showed that the judgments of participants in the same sessions and external observers agreed to a large degree. Analyses of the judgments of repeatedly surveyed pupils (N = 33) indicated a significantly greater perceived presence of motivational features in learning sessions without peer tutoring in contrast to peer-tutored sessions. Therefore, the results suggest that the SamS was not able to fully exhaust the motivating potential of peer tutoring in extracurricular learning sessions; further optimization and research are needed. (c) Springer Fachmedien Wiesbaden GmbH. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2025/3