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Tutor Attributions and Attitude As a Function of Tutee Performance 1
Author(s) -
Allen Ver L.,
Feldman Robert S.
Publication year - 1974
Publication title -
journal of applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.822
H-Index - 111
eISSN - 1559-1816
pISSN - 0021-9029
DOI - 10.1111/j.1559-1816.1974.tb02602.x
Subject(s) - attribution , psychology , social psychology , function (biology) , tutor , mathematics education , evolutionary biology , biology
In a single‐session tutoring situation, a sixth‐grade tutor taught a concept‐formation task to a third‐grade tutee. Over the series of trials, performance of the tutee was controlled to create differential patterns of success and failure on the task: success‐success, failure‐failure, success‐failure, and failure‐success. Results showed that sequence of performance exerted a strong impact on the tutor's attributions of ability and affective responses concerning the tutee. The tutee's initial performance had greater impact on the tutor's reactions than later performance, indicating a strong primacy effect. Differential performance by the tutee did not affect the tutor's evaluation of his own teaching ability.