The Perceived Success of Tutoring Students with Learning Disabilities: Relations to Tutee and Tutoring Variables

The current study examined the contribution of two types of variables to the perceived success of a tutoring project for college students with learning disabilities (LD): tutoring-related variables (the degree of engagement in different tutoring activities and difficulties encountered during tutoring), and tutee-related variables (learning difficulties and academic self-efficacy). One hundred and ninety college students with LD who were engaged in a tutoring project completed a questionnaire measuring tutoring and tutee-related variables as well as the perceived success of the tutoring process. Only the tutoring-related variables were significant predictors of tutees' perceptions regarding the success of the tutoring project. Implications for research and practice are discussed.