Learning in collaboration with the PEERs is one if the methods of improving learners' participation in teaching process and promoting the quality of teaching and learning. The present study aimed to investigate the areas of interest for researchers in this field and to identify the prevailing trends in the field of PEER TUTORING. In order to achieve the goal, in this study, we have analyzed the bibliographic analysis of the articles published in 1971-2022 in the web of science. By searching the keywords in the web of science, 1151 articles were extracted whose titles included PEER TUTORING. Then, the articled presented countries, individuals and journals with the highest number of scientific productions in this field of all these articles. It is found that 44.9 percent have been published in the USA and the medical teacher was the journal with the highest number of articles. In the next step by using VOSviewer, co-authorship, co-occurrence and co-citation networks of keywords were visualized. The keywords can be classified into five clusters: "medical education", "school research", "educational levels", "learning and PEER communities", and "PEER assessment and feedback".

The purpose of this study was to the moderating role of test anxiety in the impact of PEER education on academic negligence: the benefits effects of test anxiety. The statistical population of this study included all female students high school Behbahan city in year academic 2018-2019, using a targeted sampling, 60 people were selected as procrastinators and randomly, 30people in the experimental group (10 people in the high test anxiety, 10 people in the moderate test anxiety and10 people in the low test anxiety) and 30people in the control group (10 people in the high test anxiety, 10 people in the moderate test anxiety and10 people in the low test anxiety). To collect data test anxiety and academic procrastination Questionnaire. The experimental research method was pre-test and post-test with one experimental and one control groups (each group has three subsets including high, moderate and low test anxiety). Data were analyzed using one-way ANCOVA Analysis. The results showed that PEER education was effective in students with high and moderate test anxiety, but it had no effect on students with low test anxiety. The results also showed that the text anxiety variable significantly modulates the effect of PEER education on academic negligence.