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Abstract
The implications of social psychological theory and research, particularly in the area of social influence, are examined in an attempt to provide a theoretical foundation for cross-age tutoring programs. Areas discussed include the relative effectiveness of adults and peers as sources of social influence, the desirability and effectiveness of various bases of social influence, and the effects of tutoring programs on students, tutors and teachers. A set of hypotheses that merit empirical testing is outlined. The potential benefits of utilizing social psychological theory in the development, implementation, and analysis of cross-age tutoring are examined.
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