The review reports that college tutors who espoused a malleable view of intelligence to their tutees improved their own academic performance, with benefits for tutees as well¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review reports that college tutors espousing the view that intelligence is malleable experienced an increase in their own academic performance, and that positive effects occurred for both tutors and middle-school tutees. → Gehlbach 2010

Evidence¶

Gehlbach 2010¶

Gehlbach, Hunter. (2010). The social side of school: Why teachers need social psychology. Educational Psychology Review 22, no. 3: 349-362. https://doi.org/10.1007/s10648-010-9138-3

q2 · i? · review · r2

Narrative review attributing this to J. Aronson, Fried, and Good (2002) and Good, Aronson, and Inzlicht (2003): tutoring interventions showed gains for tutors (grades) and tutees (standardized test scores). No effect sizes are printed.

"College tutors who espoused to their tutee the view that intelligence is malleable experienced an increase in their own academic performance."

Discussion¶

Learner Variables¶

• Mindset — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Peer Tutoring Improves Achievement — related
• Learning By Teaching Improves Tutor Learning — related
• Tutoring is highly effective, and hiring older peers as tutors supports learning gains for both older and younger students — related
• Cross-age tutoring produces a small-to-moderate positive effect on academic outcomes for both tutors and tutees — related