ERIC Number: ED359278
Record Type: Non-Journal
Publication Date: 1991-Dec
Reference Count: N/A
Cooperative Learning, Self-Concept and Academic Achievement: A Theoretical Argument for Self-Concept as Mediating the Relationship between Cooperative Learning and Academic Achievement.
This paper presents an argument that cooperative learning's effect on academic achievement is mediated by students' academic self-concept and academic goals as well as briefly reporting findings from an empirical investigation of the theories presented. The paper argues that the psychological processes produced by cooperative learning groups cause students to identify with the group of which they are a part. This identification affects the students' self-concept, so they come to define themselves in part as a member of the group. Research indicates that identification with a group results in the adoption of group goals or the group's expectations. Thus, it is argued that group expectations help determine individual goals, and individual goals affect the learner's ability to learn. The empirical investigation that supports these arguments involved a regression analysis, which used cooperative learning as the independent variable, student self-concept and student goals as mediating variables, and academic achievement as the dependent variable. The research shows that students who were more involved in cooperative learning classes had higher scores on a measure of student self-concept and that students' academic self-concept and the students' academic goals were positively related to academic achievement. Included are 6 tables, 2 flowcharts, and 19 references. (JB)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: New York City Board of Education, Bronx, NY.; Grant (W.T.) Foundation, New York, NY.; National Center for Research in Vocational Education, Berkeley, CA.
Authoring Institution: Columbia Univ., New York, NY. Teachers Coll. International Center for Cooperation and Conflict Resolution.