This study used trajectory equifinality modeling (TEM) to analyze how nine student tutors developed diagnostic competencies and consultation strategies in a university English peer tutoring program based on cognitive counseling (CC). Tutors progressed from superficial diagnoses to multi-dimensional evaluations of English proficiency, learning strategies, and motivational orientations, and developed adaptive strategies for different tutee types. The analysis also captured non-linear development, in which tutors cycled flexibly through the stages of CC, and a shift from performance-oriented to learner-centered practice.
