Cooperative learning reduces the gender gap in perceived social competences: A large-scale nationwide longitudinal experiment. - Archive ouverte HAL
Article Dans Une Revue Journal of Educational Psychology Année : 2024

Cooperative learning reduces the gender gap in perceived social competences: A large-scale nationwide longitudinal experiment.

Ocyna Rudmann
Genavee Brown
Olivier Desrichard
Brivael Hemon
Nana Ofosu
Laurine Peter
  • Fonction : Auteur
Benoit Petitcollot
  • Fonction : Auteur
Celine Poletti
Isabelle Régner
Mathilde Riant
  • Fonction : Auteur
Anais Robert
Camille Sanrey
Arnaud Stanczak
Farouk Toumani
  • Fonction : Auteur
Simon Vilmin
Eva Vives
Fabrizio Butera

Résumé

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.

Dates et versions

hal-04748426 , version 1 (22-10-2024)

Identifiants

Citer

Ocyna Rudmann, Anatolia Batruch, Emilio Paolo Visintin, Nicolas Sommet, Pascal Bressoux, et al.. Cooperative learning reduces the gender gap in perceived social competences: A large-scale nationwide longitudinal experiment.. Journal of Educational Psychology, 2024, 116 (6), pp.903-920. ⟨10.1037/edu0000870⟩. ⟨hal-04748426⟩
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