Exploring College-Level Tutees' Perceptions on Their Relationships With Tutors and Effect on Motivation and Help-Seeking

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Abstract

In the past two decades, educators have searched for alternative, student-centered strategies to support college students' learning. Prior research supports the idea that peer tutoring may improve students' academic achievement by promoting learning, help-seeking, and motivation. Many studies have suggested that tutees' perspectives should be examined, particularly regarding how tutor-tutee relationships promote tutees' motivation, help-seeking, and learning. This study aimed to explore tutees' perceptions about their relationships with tutors—how these relationships are established to support students' motivation, help-seeking, and learning—particularly when the dyads have met at least three times. Results have shown that tutees scouted some personality traits to choose their tutors, and they started to build a relationship with them.

Authors

• Merve Turan, Florida State University

• Jeannine E. Turner, Florida State University