ERIC Number: EJ1293820
Record Type: Journal
Publication Date: 2021-May
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0272-4316
EISSN: N/A
The Cascading Effects of Reducing Student Stress: Cooperative Learning as a Means to Reduce Emotional Problems and Promote Academic Engagement
Van Ryzin, Mark J.; Roseth, Cary J.
Journal of Early Adolescence, v41 n5 p700-724 May 2021
Adolescents, particularly early adolescents, are vulnerable to stress created by negative peer interactions. Stress, in turn, can lead to increased mental health problems and reduced academic engagement, in addition to negative long-term consequences for cognitive development and physical health. Using four waves (2 years) of data from a cluster randomized trial (N = 15 middle schools, 1,890 students, 47.1% female, 75.2% White), we evaluated whether enhancements to peer relations, brought about through carefully structured small-group learning activities (i.e., cooperative learning), could reduce stress and emotional problems and promote academic engagement. We hypothesized that the increased social contact created by cooperative learning would promote greater peer relatedness, reducing student stress and, in turn, reducing emotional problems and promoting academic engagement. Our results confirmed these hypotheses. We conclude that cooperative learning can provide social, behavioral, academic, and mental health benefits for students.
Descriptors: Stress Variables, Cooperative Learning, Emotional Problems, Learner Engagement, Peer Relationship, Middle School Students, Behavior Problems, Child Behavior, Screening Tests, Questionnaires
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Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Institute on Alcohol Abuse and Alcoholism (NIAAA) (NIH)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire
Grant or Contract Numbers: R34AA024275