Cross-age tutoring is an educational model where an older tutor is paired with a younger tutee, valued for its economic advantages and capacity to engage participants. This model leads to improvements in both academic performance and behavior, as evidenced by Shenderovich et al. (International Journal of Educational Research, 76, 190–21 2016) meta-analysis, which reported statistically significant positive effects across various educational settings and demographic groups. In this study, we aimed to update this previous meta-analysis by systematically examining 32 studies on cross-age tutoring. In our updated meta-analysis, we observed a small to moderate positive effect on academic outcomes for both tutors and tutees. The overall effect size was 0.34, with tutees benefiting at 0.33 and tutors at 0.39. Our moderator analyses revealed no significant differences in impact from the number of sessions, tutor type, tutee risk status, or subject area. These findings highlight the broad applicability and effectiveness of cross-age tutoring, particularly emphasizing the benefits of using older students as tutors in resource-limited settings. Further research is recommended to explore additional influencing factors.

跨年龄辅导是一种教育模式，其中年长的导师与年轻的学生配对，因其经济优势和吸引参与者的能力而受到重视。Shenderovich 等人（国际教育研究杂志，76,190-21,2016 年）荟萃分析证明了该模型导致学习成绩和行为的改善，该分析报告了在各种教育环境和人口群体中具有统计学意义的积极影响。在这项研究中，我们旨在通过系统检查32项关于跨年龄辅导的研究来更新之前的荟萃分析。在我们更新的荟萃分析中，我们观察到对导师和学生的学业成绩有小到中度的积极影响。总体效应量为 0.34，学生受益 0.33，导师受益 0.39。我们的主持人分析显示，与会话次数、导师类型、学生风险状态或学科领域相比，影响没有显著差异。这些发现强调了跨年龄辅导的广泛适用性和有效性，特别强调了在资源有限的环境中使用年龄较大的学生作为辅导的好处。建议进一步研究以探索其他影响因素。