The primary purpose of the present investigation was to capitalise on recent advances in peer support and self-concept research to rigorously test the impact of different types of peer support interventions on multiple dimensions of self-concept and peer support by employing a construct validityapproach to the study of intervention effects. More specifically, the research aimed to: (1) conduct a meta-analysis to synthesise and critically analyse the current research literature, to elucidate the impact of academically–orientated peer tutoring interventions on tutees’ academic outcomes and self-concepts; (2) identify psychometrically sound self-concept and social support instruments for use with evaluating secondary school peer support interventions; and (3) test the impact of researcher-devised academically-orientated and socially-orientated peer support interventions administered to Australian and Chinese students on specific facets of self-concept and perceived peer support. The findings have important implications that peer support interventions have the potential to make a significant contribution to schools’ efforts to orchestrate positive academic and social outcomes in multiple domains of self-concept and peer support. The results also support the usefulness of employing a construct validity approach to the study of intervention effects and the self-concept theory and research on which this is based. They advance our understanding of the factor structure of self-concept for Chinese and Australian secondary students; the differential positive impact of academically-orientated and socially-orientated peer support interventions on self-concept; and provide strong empirical evidence to identify features of peer support intervention design that will produce optimal effectiveness and therefore serve to inform theory, research, and practice. / Doctor of Philosophy (PhD)
| Identifer | oai:union.ndltd.org:ADTP/235154 |
| Date | January 2007 |
| Creators | Leung, Charles K. C., University of Western Sydney, College of Arts, School of Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
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