The Impact of Size of Cooperative Group on Achievement, Social Support, and Self-Esteem

Andrea Bertucci · Stella Conte · Roger T. Johnson

117 citations0/0 files storedThe Journal of General Psychology

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Abstract

The effect of cooperative learning in pairs and groups of 4 and in individualistic learning were compared on achievement, social support, and self-esteem. Sixty-two Italian 7th-grade students with no previous experience with cooperative learning were assigned to conditions on a stratified random basis controlling for ability, gender, and self-esteem. Students participated in 1 instructional unit for 90 min for 6 instructional days during a period of about 6 weeks. The results indicate that cooperative learning in pairs and 4s promoted higher achievement and greater academic support from peers than did individualistic learning. Students working in pairs developed a higher level of social self-esteem than did students learning in the other conditions.

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References

1969Attachment and Loss 1985Stress, social support, and the buffering hypothesis.1965The Logic of Collective Action 1970Back-Translation for Cross-Cultural Research 1966The Logic of Collective Action: Public Goods and the Theory of Groups.1983Assessing social support: The Social Support Questionnaire.1989Cooperation and Competition: Theory and Research 1998Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning

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