University Students’ Attitudes towards Academic Tutoringin Social Sciences

Abstract

Promoting positive attitudes towards academic tutoring requires prior knowledge of them. This paper aims to analyse a scale of attitudes towards academic tutoring among university students in the social sciences. The results from a sample of 309 students reflect a structure composed of three factors: self-confidence, usefulness- development and usefulness-finalist. No problems of insecurity or lack of student self-confidence in the use of tutorials are detected, although there is a certain indifference about the usefulness of tutorials, which calls for action to improve them through a comprehensive teaching strategy.