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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ145643
Record Type: CIJE
Publication Date: 1976
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Effects of Cooperative Versus Individualized Instruction on Student Prosocial Behavior, Attitudes Toward Learning, and Achievement
Johnson, David W.; And Others
Journal of Educational Psychology, 68, 4, 446-52, Aug 76
The effects of structuring classroom learning cooperatively or individualistically were compared, and results indicated that cooperative, compared to individualized, learning resulted in greater ability to take the affective perspective of others, more altruism, more positive attitudes toward classroom life, and higher achievement. (Author/BW)
Descriptors: Academic Achievement, Affective Behavior, Altruism, Elementary Education, Group Discussion, Group Instruction, Individual Instruction, Motivation, Prosocial Behavior, School Attitudes, Student Attitudes
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Minnesota School Affective Assessment