Dual Effects of Partner’s Competence: Resource Interdependence in Cooperative Learning at Elementary School

Buchs, Céline; Dumesnil, Anissa; Chanal, Julien; Butera, Fabrizio

doi:10.3390/educsci11050210

Cited by 15 publications

(13 citation statements)

References 73 publications

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“…To be effective, cooperative learning methods should follow a set of principles, with the first principle being sharing a common goal (Johnson & Johnson, 2009). As such, cooperative methods tend to lose their benefits when they activate social comparison concerns or negatively interdependent goals (e.g., see Buchs et al, 2021; Roseth et al, 2019). Future research questions include: Does income inequality undermine the positive interpersonal and/or intrapersonal effects of cooperative learning by increasing perceptions of or orientation toward competitiveness?…”

Section: Discussionmentioning

confidence: 99%

Income inequality predicts competitiveness and cooperativeness at school.

Sommet¹,

Weissman²,

Elliot³

2022

Journal of Educational Psychology

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Competitiveness and cooperativeness are important predictors of social and learning outcomes at school. Drawing on evidence suggesting that contexts with high income inequality foster an ethos of competitiveness and inhibit cooperativeness in the economic environment, we examine whether income inequality is also associated with more competitiveness and less cooperativeness in the academic environment. We conducted four preregistered studies to test this idea. In Study 1, analysis of the OECD PISA 2018 data set (%500,000 15-year-old students from 75 countries) revealed that students from economically unequal countries perceive their schoolmates as more competitive and less cooperative. In Study 2a and 2b, analysis of the PISA 2003 (250,000þ students from 38 countries) and PISA 2000 (75,000þ students from 32 countries) data sets revealed that students from unequal countries are themselves more competitive and, surprisingly, also more cooperative. Follow-up analyses resolved this apparent paradox, showing that students from unequal countries are oriented toward instrumental rather than intrinsic cooperativeness (i.e., using cooperation as a strategic tool to achieve academic success rather than for the enjoyment of the activity itself). Study 3 offers a conceptual experimental replication (%850 young adults imagining going back to school) and indicates that induced income inequality (a) increases perceived competitiveness, (b) decreases perceived cooperativeness, (c) prompts an orientation toward competitiveness, and (d) prompts an orientation toward instrumental rather than intrinsic cooperativeness. Results are discussed in relation to the multidisciplinary literatures on the psychology of income inequality, the selective function of school systems, coopetition, self-determination, and cooperative learning. Educational Impact and Implications StatementIndividuals residing in places with high income inequality have been shown to compete more fiercely for status and cooperate less. In this research, we examine whether this phenomenon also applies to students at school. Analyses of three OECD PISA data sets (%850,000 students from a total of 75þ countries observed in 2018, 2003, and 2000) show that 15-year-old students from economically unequal countries (a) perceive their schoolmates as more competitive and less cooperative and (b) are more competitive and more strategically cooperative (i.e., they use cooperation as a tool to achieve academic success). An experiment manipulating income inequality (%850 young adults) led to the same conclusions. Taken together, our results suggest that income inequality fosters an ethos of competitiveness among the workforce of tomorrow.

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Section: Discussionmentioning

confidence: 99%

Income inequality predicts competitiveness and cooperativeness at school.

Sommet¹,

Weissman²,

Elliot³

2022

Journal of Educational Psychology

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“…In the context of the working groups technique, students, divided into groups, exchange experiences, carry out activities/exercises, solve problems, reach conclusions, perform experiments, etc., with the aim of cultivating cooperation and communication skills and more complete processing of the subject under examination (Buchs et al, 2021;Grigoriadou, 2009;Johnson et al, 2014;Louizou et al, 2019;Slavin, 2014). Working in groups encourages active participation and develops inter-academic communication, free expression of ideas, and spontaneous exchange of opinions, as well as helps to find the information they need quickly and efficiently to analyse it together (Jakavonytė -Staškuvienė, 2021).…”

Section: Teaching Technique: Working Groupsmentioning

confidence: 99%

“…This positive interdependence motivates students to learn, encourages partners to interact with each other in a constructive way and helps them to learn effectively (Buchs et al, 2021). Positive mutual interdependence within groups is recorded when students understand that they are all responsible for the task, that they all contribute to a common goal and therefore they should be able to combine their efforts and be able to come to an agreement (Jakavonytė -Staškuvienė, 2021).…”

Section: Teaching Technique: Working Groupsmentioning

confidence: 99%

Teaching Techniques for Developing the Learner–centred Approach in the Classroom

Evangelou

2023

EJES

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This paper attempts to study basic teaching techniques that contribute to the development of the learner-centred approach in the classroom of modern schools. More specifically, the purpose of this paper is to develop seven teaching techniques - brainstorming, concept maps, working groups, role-playing, problem-solving, debate, De Bono's Six Thinking Hats - that contribute effectively to teaching and learning through the development of a learner-centred approach. The choice of this topic arose from the fact that the above teaching techniques are interesting and original educational tools since they place the learner at the centre of the educational process and in this way the intended learning outcomes are achieved after the end of the teaching. This paper is based on the literature review of about 180 researches and studies both in Greek and International level through the search of databases and search engines such as ERIC, Google Scholar, etc. Finally, it is worth noting that this paper aims to provide a useful guide for teachers to utilize these teaching techniques in the classroom since when these innovative teaching techniques are applied in the context of the learner-centred approach they have significant advantages such as focusing on students' needs, making the lesson more engaging, enhancing students' self-confidence and collaborative skills, etc. Article visualizations:<img src="/-counters-/soc/0095/a.php" alt="Hit counter" />

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“…Special emphasis is placed on team building before learning together and on the group process during group operation. Students are expected to work together to accomplish learning tasks through cooperative learning (Buchs, Dumesnil, Chanal, & Butera, 2021;Johnson & Johnson, 1994). Group members share resources, help each other, and are rewarded when their overall or individual performance reaches a pre-determined standard.…”

Section: Cooperative Learning Strategiesmentioning

confidence: 99%

The Study on Applying Cooperative Learning Approach to Analyze the Effectiveness of a Labor Education Course in Higher Education

Chen¹

2022

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The study aims to explore the learning effectiveness of labor education courses affected by cooperative learning teaching method in higher education. The target population was students at a university in Taiwan who were enrolled in a course on "Industrial Relations and Workplace Ethics". The study incorporated a cooperative group learning model, collected data on teaching and learning experiences, and conducted a study on teaching and learning in order to construct a labor education program with good teaching quality and learning effectiveness. The results of the study showed that students' learning engagement, motivation and attitude, cooperative skills and peer interaction, teacher-student relationship, and labor knowledge improved significantly after the adoption of cooperative group learning. Therefore, cooperative group learning is a good teaching method for university courses. At the end of this study, we propose specific recommendations based on the study results for teachers, schools, and future research.

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Dual Effects of Partner’s Competence: Resource Interdependence in Cooperative Learning at Elementary School

Cited by 15 publications

References 73 publications

Income inequality predicts competitiveness and cooperativeness at school.

Income inequality predicts competitiveness and cooperativeness at school.

Teaching Techniques for Developing the Learner–centred Approach in the Classroom

The Study on Applying Cooperative Learning Approach to Analyze the Effectiveness of a Labor Education Course in Higher Education

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