Cooperative learning reduced emotional problems and increased peer relatedness for all students, not only marginalized students¶
Claim · All claims
Evidence · 1 study · causalr2·q3·i3large
Currency · newest study 2018 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i3 The intervention produced significant main effects: lower emotional problems (effect size .55) and higher relatedness (effect size .43) at follow-up across the whole sample. → Van Ryzin 2018
Evidence¶
Van Ryzin 2018¶
Van Ryzin, M. J., & Roseth, C. J. (2018). Cooperative Learning in Middle School: A Means to Improve Peer Relations and Reduce Victimization, Bullying, and Related Outcomes. Journal of Educational Psychology, 110(8), 1192-1201. https://doi.org/10.1037/edu0000265
q3 · i3 · causal · r2
Because interaction terms for emotional problems and relatedness were non-significant, main-effects models were fit in the cluster randomized trial; Table 3 prints intervention effect sizes of .55 for emotional problems and .43 for relatedness, both p < .05.
"Thus, we evaluated models for these two outcomes that did not contain the interaction effect, and found that the main effect of the intervention was significant in both cases, indicating that the intervention promoted lower levels of emotional problems and higher levels of relatedness at follow-up across the sample rather than being found mainly among the marginalized students."
Discussion¶
Learner Variables¶
Related Claims¶
- Cooperative learning significantly reduced victimization among marginalized middle school students — related
- Cooperative learning significantly reduced perceived stress among marginalized middle school students — related
- Cooperative learning significantly reduced bullying among marginalized (low-engagement) middle school students in a cluster randomized trial — related
- Cooperative learning showed no significant main effect on bullying across the full sample — related
- Cooperative learning is associated with greater peer acceptance and cross-group friendships and has been shown to reduce bullying and perceived stress among marginalized students — a broader claim this one bears on
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
cooperative-learning-main-effects-emotional-problems-relatedness |
title |
Cooperative learning reduced emotional problems and increased peer relatedness for all students, not only marginalized students |
description |
Cooperative learning reduced emotional problems and increased peer relatedness for all students, not only marginalized students |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2018 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — van-ryzin-2018 |
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