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ERIC Number: ED083517
Record Type: RIE
Publication Date: 1973-Sep
Pages: 141
Abstractor: N/A
Reference Count: 0
The Effects of Instructional Practices on Student Learning, Emotional Growth and Interpersonal Relations: II. The Teaching and Learning of Helping. Final Report.
Pepitone, Emmy A.
Two studies are presented in which three fourth- or fifth-graders, assigned to five experimentally-created conditions which differed systematically in presence or absence of task-roles and group roles, were asked to cooperate in making a block-pattern on a round board. Behavior was pre-coded in various group-oriented and individual-oriented categories. A productivity index was constructed. In the first study of Facilitation of Cooperative Behavior, cooperative goal-structures alone did not maximize occurrence of cooperative behavior. Performance was poorest when instructions assigning task-requirements and social roles were absent. Pro-social behavior and performance were significantly greater where task-requirements, task-roles and group-roles were present together. In the second study-Critical Evaluations-different degrees of affect and helpfulness in evaluating the childrens' performance showed that criticisms, perceived as helpful and non-threatening, are related positively to achievement. Both studies explored patterns of sex differences and effects of socioeconomic variables. Recommendations are made for further research and for applications to teaching. (Author/SLD)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC. Regional Research Program.
Authoring Institution: N/A