Domain-specificity between types of peer support and multidimensional self-concept

Abstract

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.

Date of Award	2007
Original language	English