Cooperative classroom as a protective factor for mental health-externalizing problems in primary education
DOI:
https://doi.org/10.5944/educxx1.42904Keywords:
cooperative learning, mental health, hyperactivity, externalizing problems, primary education, multilevel analysisAbstract
Cooperative learning is used in the classroom to promote teamwork, interaction with peers and improve academic performance. On the other hand, behavioral and emotional problems, related to disruptive behaviors in the classroom, hyperactivity, or attention deficit, translate into behaviors related to aggression, opposition to social patterns, low tolerance to frustration, which occur during childhood and adolescence and have a negative impact on personal, social and family development, affecting school results. The objective of this study is to establish a relationship between cooperative learning in the classroom and externalizing problems in primary school students. A total of 490 students from 5th and 6th of primary schools from 28 classrooms participated, 56.3% of them women, with an average age of 10.56 years. A multilevel analysis was carried out using an ANOVA random effects model, and a regression analysis which would allow us to verify how certain variables studied at the classroom level related to the components of cooperative learning are going to affect externalising problems.
The results indicate that there are statistically significant differences in externalizing problems, base don, on the one hand, overall cooperation in the classroom and on the other hand, social skills and responsibility. This allows us to conclude that the methodology based on cooperative learning in the classroom is effective in directing the behavior of student with externalizing problems, positively affecting on psychological and emotional well-being, the exchange of social support, the development of responsibility and social skills, as well as the reduction of anxiety and stress.
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