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ACE Tutoring Scholarship: Designing an Incentive to Empower College Students to Effectively Engage with Academic Support

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Research has shown that encouraging choice, self-initiation of behavior, and personal responsibility leads to both cognitive flexibility and self-esteem (McGraw & McCullers, 1979; Deci, Schwartz, et al., 1981). An appreciation for the positive impacts that peer tutoring can have on students’ growth, confidence, and academic achievement, coupled with an awareness that many students hesitate to ask for help, led to the creation of a tutoring scholarship at Indiana University South Bend. Self-Determination Theory informed the formulation of the scholarship’s essay requirements, with tutoring assessment guidelines and indicators of academic progress providing the baselines for service usage and academic outcomes.
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Keywords: academic achievement; academic support; scholarship; self-confidence; self-determination; tutoring

Document Type: Research Article

Publication date: June 1, 2020

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  • Educational Practice and Theory is a bi-annual, independent, refereed journal which, since its launch in 1978, has become an important independent forum for original ideas in education. It publishes innovative and original research in the area. Its focus is both applied and theoretical and it seeks articles from a diverse range of themes and countries.
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