| Title: |
Cooperative Learning Reduces the Gender Gap in Perceived Social Competences: A Large-Scale Nationwide Longitudinal Experiment |
| Language: |
English |
| Authors: |
Ocyna Rudmann (ORCID 0000-0001-6530-2470); Anatolia Batruch (ORCID 0000-0002-4669-1463); Emilio Paolo Visintin (ORCID 0000-0003-2250-3533); Nicolas Sommet (ORCID 0000-0001-8585-1274); Pascal Bressoux (ORCID 0000-0001-8018-5612); Céline Darnon (ORCID 0000-0003-2613-689X); Marinette Bouet; Marco Bressan (ORCID 0000-0001-5211-2264); Genavee Brown (ORCID 0000-0002-3169-9067); Carlos Cepeda; Anthony Cherbonnier (ORCID 0000-0003-3922-0150); Marie Demolliens (ORCID 0000-0002-6559-9611); Anne-Laure De Place (ORCID 0000-0002-2657-9925); Olivier Desrichard (ORCID 0000-0003-3269-8813); Théo Ducros; Luc Goron; Brivael Hemon (ORCID 0000-0003-0392-1123); Pascal Huguet (ORCID 0000-0002-0707-7655); Eric Jamet (ORCID 0000-0001-8665-4547); Ruben Martinez; Vincent Mazenod (ORCID 0000-0002-8569-929X); Nathalie Mella (ORCID 0000-0001-9578-5012); Estelle Michinov (ORCID 0000-0001-5872-2450); Nicolas Michinov (ORCID 0000-0002-6065-8061); Nana Ofosu (ORCID 0000-0002-8304-6877); Pascal Pansu (ORCID 0000-0002-8344-615X); Laurine Peter; Benoit Petitcollot; Celine Poletti (ORCID 0000-0002-1591-5225); Isabelle Régner (ORCID 0000-0002-2256-139X); Mathilde Riant; Anais Robert (ORCID 0000-0002-6284-2006); Camille Sanrey (ORCID 0000-0003-3158-1306); Arnaud Stanczak (ORCID 0000-0002-2596-1516); Farouk Toumani; Simon Vilmin (ORCID 0000-0001-6240-4981); Eva Vives (ORCID 0000-0002-8477-848X); Fabrizio Butera (ORCID 0000-0002-8856-4374) |
| Source: |
Journal of Educational Psychology. 2024 116(6):903-920. |
| Availability: |
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org |
| Peer Reviewed: |
Y |
| Page Count: |
18 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
High Schools; Secondary Education |
| Descriptors: |
Cooperative Learning; Gender Differences; Interpersonal Competence; Longitudinal Studies; Teaching Methods; Instructional Effectiveness; Student Attitudes; Soft Skills; High School Students; Foreign Countries |
| Geographic Terms: |
France |
| DOI: |
10.1037/edu0000870 |
| ISSN: |
0022-0663; 1939-2176 |
| Abstract: |
Considering the evolving and unpredictable job market, adaptability is an important skill for young adults. Such adaptability implies that schools need to teach key social competences, like communication, collaboration, or problem-solving. In this area, a gender gap has consistently been found, showing that boys display social competences less than girls. A large-scale nationwide multilab longitudinal experiment--the ProFAN project--was conducted in France among more than 10,000 vocational high-school students. Its primary goal was to develop and test an intervention promoting a range of psychological and psychosocial variables in vocational high schools, including social competences. This 2-year long, three-wave field experiment compared the effects of a cooperative learning method--the jigsaw classroom, that entails positive goal and resource interdependence--to two control conditions: one that involves cooperation with resource independence, and the other that remains business-as-usual. This article focuses on the differential development of perceived social competences of adolescent boys and girls over time, comparing the three pedagogical methods. Results of longitudinal multilevel modeling replicate the gender gap in perceived social competences and show that this gap widens with time. However, and most importantly, the analyses revealed that such widening of the gender gap was greater in the two control conditions than in the jigsaw condition, in which the evolution of boys' and girls' perceptions of social competences remained similar over time. Contributions to the understanding of the development and teaching of social competences in education settings are discussed. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1434906 |
| Database: |
ERIC |