Abstract
Path analysis was employed to examine the effects of tutor-tutee ethnic similarity, tutor expertise variables, and perceived goal attainment variables on the satisfaction of college student tutors of disadvantaged elementary school children. Hypotheses were based upon theories of job satisfaction, role modeling, and intragroup conflict, as well as upon past research. Data were collected by mailed questionnaires from 425 tutors participating in a large-scale tutorial project. Results showed the major factor directly influencing satisfaction to be the extent to which tutors felt they had achieved project goals. Ethnic similarity had an indirect impact, whereas expertise manifested both direct and indirect effects.
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