Cross-Age Tutoring: Effects on Tutors’ Attributes

Abstract

The study examines the effects of cross age tutoring in school on the tutors’ empathy, altruism, and self-esteem. The sample consists of 73 high school freshmen, who participated in a year-long program of tutor-training, and a comparison group of 98 other freshmen. Controlling the effects of initial attribute scores, students’ sex, and socioeconomic status, it was found that program participation significantly increased the tutors’ empathy, altruism, and self-esteem. The findings, interpreted according to role-taking theory, suggest that school programs of cross-age tutoring may have some psychological benefits in addition to their already established influence on students’ academic achievements. Since no interactions were found between the effects of program participation and students’ social background on the increases in attribute scores, such programs may perhaps be used for the integration of students from different social-cultural backgrounds.