A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning.

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Can learning be virtually boosted? An investigation of online social networking impacts (2010, background): “Further, Ginsburg-Block et al.’s (2006) meta-analysis of the related literature illuminates peers’ influence on the social dimension of individual learning, such as on self-concept, affection and behavioral learning.”
Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning. Book Excerpt. (2008, background): “…benefits students in social and behavioral areas as well, including improvement in student selfconcept , social interaction, time on task, and positive feelings toward peers (Cohen et al., 1982; Cook et al., 1985; Hartley, 1977; Ginsburg-Block, Rohrbeck, & Fantuzzo, 2006; Johnson & Johnson, 1989).”
Primary–secondary transition: Differences between teachers’ and children’s perceptions (2011, background): “Peer-assisted learning activities have been evidenced to contribute to enhanced self-esteem and motivation to learn (Ginsburg-Block et al., 2006; Topping, 2001).”
Academic Benefits of Peer Tutoring: A Meta-Analytic Review of Single-Case Research (2013, background): “Like Rohrbeck et al. (2003), the Ginsburg-Block et al. (2006) metaanalysis findings were limited to elementaryage students.”