Impact of Cooperative and Individualistic Learning on High-Ability Students' Achievement, Self-Esteem, and Social Acceptance.

Johnson, David W.; And Others

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Peer reviewed

ERIC Number: EJ493940

Record Type: Journal

Publication Date: 1993

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4545

EISSN: N/A

Available Date: N/A

Impact of Cooperative and Individualistic Learning on High-Ability Students' Achievement, Self-Esteem, and Social Acceptance.

Johnson, David W.; And Others

Journal of Social Psychology, v133 n6 p839-44 Dec 1993

Reports on a study of 34 high-ability fifth-grade students randomly assigned to individual- or cooperative-learning conditions. Finds that achievement was higher on recall and higher order reasoning measures and that the students demonstrated higher academic self-esteem and greater cohesion in the cooperative condition. (CFR)

Descriptors: Academic Achievement, Academically Gifted, Cooperative Learning, Educational Strategies, Elementary Education, Grade 5, Individual Instruction, Intermediate Grades, Self Concept, Self Esteem, Social Psychology, Student Attitudes, Teaching Methods, Thinking Skills

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: Researchers; Administrators; Teachers; Practitioners

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A