RT Journal Article
T1 School tutoring and academic performance: A too close relationship?
A1 López-Agudo, Luis Alejandro
A1 Marcenaro-Gutiérrez, Óscar David
A1 Molina Marfil, José Antonio
K1 Educación - Modelos matemáticos
K1 Tutoría (Enseñanza)
K1 Relaciones profesor alumno
K1 Administración y organización escolar
AB In Spain, each student class is assigned a tutor teacher who is also responsible for individually following their tutoring students’ performance, guiding them in personal issues and regularly meeting their families. Although tutors may suppose an important support for students during their school life, their close personal relationship may also influence the teaching and learning process in additional ways. This research analyses whether the fact that the tutor teaches a particular subject makes any difference in students’ academic achievement in that subject and if this differential achievement is conditioned by tutor-student/family relationship or not (being a possible over/under-marking). With this objective we employ a rich administrative census database from the most populated region of Spain (Andalusia), using student fixed-effects within-students between-school subjects. Our main results show that tutors seem to be only slightly inclined to over-mark their tutoring students, being this small bias conditioned by their relationship with the student.
PB Elsevier
YR 2020
FD 2020-06-30
LK https://hdl.handle.net/10630/39333
UL https://hdl.handle.net/10630/39333
LA eng
NO Luis Alejandro Lopez-Agudo, Oscar David Marcenaro-Gutierrez, José Antonio Molina-Marfil, School tutoring and academic performance: A too close relationship?, Studies in Educational Evaluation, Volume 66, 2020, 100903,
NO https://openpolicyfinder.jisc.ac.uk/id/publication/17158
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 28 ene 2026