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Peer reviewedMedway, Frederic J.; Lowe, Charles A. – American Educational Research Journal, 1980
Cross-age tutors and tutees (n=122 children) felt that tutorial learning was most dependent on effort rather than ability factors and attributed positive learning consequences to their tutoring partner, but negative learning consequences to themselves. (Author/RL)
Descriptors: Academic Ability, Academic Achievement, Academic Failure, Attribution Theory
