ERIC Number: ED317280
Record Type: RIE
Publication Date: 1989-Oct
Reference Count: N/A
The Connections between Social Relationships and Academic Achievement: A Selective Review of the Literature with Implications for Teacher Education.
Galbo, Joseph J.
This review provides a synthesis of selected research literature addressing the connection between social interaction and academic achievement, and the learning of children in the context of formal schooling. Evidence from approximately 100 research studies is presented which supports the hypothesis that human interaction is a critical factor in the cognitive development and subsequent academic achievement of children. Discussion is organized in terms of: (1) influence of social relationships on cognitive development, including socio-cognitive conflict in cognitive development and the influences of peers versus adults; (2) cooperative learning; (3) affective education; (4) the influence of persons, including significant adults, and the impact of others in general; (5) the anthropology of education; and (6) the importance of an enriched social environment. It is concluded that the literature strongly supports the idea that social relationships contribute in significant ways to cognitive development. Cognitive conflict within the context of social relationships appears to have a significant impact on cognitive development. Reciprocity between persons engaged in a social interaction also seems to be an important element in the social construction of knowledge. Concluding discussion concerns additional findings from subsets of the literature, implications for teacher education, and directions for future research. A total of 74 references are cited. (RH)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the combined fall conference of the California Council on the Education of Teachers, the State of California Association of Teacher Educators, and the California Association of Colleges for Teacher Education (Irvine, CA, October, 1989).