Résumés
Résumé
Cet article synthétise les différents outils disponibles pour mesurer la coopération en contexte scolaire, d’une part, et les avantages et limites qui s’y rattachent, d’autre part. L’examen de près de 230 documents a révélé trois principales catégories de mesures : les questionnaires, l’observation en classe et le jeu de l’investissement. En dépit de certains biais potentiels, la simplicité des questionnaires et leur durée d’administration brève en font une option intéressante pour mesurer les attitudes coopératives. Les pratiques d’observation offrent une validité écologique accrue, mais leur potentiel à produire une mesure généralisable de la tendance individuelle à coopérer reste à démontrer. Le jeu de l’investissement procure des indices directs de la coopération, tout en contournant certains biais relatifs à sa mesure. ainsi, malgré le coût élevé relatif à son administration, cette tâche constitue une piste intéressante pour les chercheurs en éducation désireux d’évaluer la coopération entre les élèves.
Mots-clés :
- coopération,
- mesure,
- relations sociales scolaires,
- questionnaires,
- grilles d’observation,
- jeu de l’investissement,
- recension théorique
Abstract
This article summarizes the different instruments available to assess cooperation in school settings, on the one hand, and the pros and cons related to them, on the other hand. Examination of almost 230 documents revealed that three principal categories of measures are available: questionnaires, classroom observations, and trust games. aside from some potential biases, the simplicity of questionnaires and their brief administration time render them a relevant option to measure cooperative attitudes. Classroom observation practices offer a high ecological validity but their potential to produce a generalizable measure of the individual tendency to cooperate still needs to be demonstrated. Trust games provide direct indices of cooperation while avoiding certain biases related to its measure. Therefore, despite the high cost related to its administration, this task constitutes an inte - resting avenue for educational researchers who wish to evaluate cooperation among students.
Keywords:
- cooperation,
- measure,
- social relationships in school,
- questionnaires,
- observation scales,
- trust games,
- theoretical review
Resumo
Este artigo sintetiza os diferentes instrumentos disponíveis para medir a cooperação em contexto escolar, por um lado, e as vantagens e os limites da sua utilização, por outro. O exame de quase 230 documentos revelou três categorias principais de medidas: os questionários, a observação em sala de aula e o jogo do investimento. apesar de certos desvios potenciais, a simplicidade e a breve duração de administração dos questionários fazem deles uma opção interessante para medir as atitudes cooperativas. as práticas de observação oferecem uma validade ecológica acrescida, mas o seu potencial para produzir uma medida generalizável da tendência individual para cooperar ainda está por demonstrar. O jogo do investimento procura índices diretos de cooperação, contornando certos desvios relativos à sua medição. assim, não obstante o elevado custo da sua administração, esta tarefa constitui uma pista interessante para os investigadores em educação desejosos de avaliar a cooperação entre os alunos.
Palavras chaves:
- cooperação,
- medida,
- relações sociais escolares,
- questionários,
- grelhas de observação,
- jogo do investimento,
- recensão teórica
Veuillez télécharger l’article en PDF pour le lire.
Télécharger
Parties annexes
Remerciements
La réalisation de cet article a été rendue possible grâce à une subvention de recherche duFonds québécois de recherche sur la société et la culture (FQrSC, 2011-2014, no 144802),octroyée à Isabelle Plante, qui tient à remercier Mathieu roy et étienne vachon-Presseaupour leurs commentaires pertinents et leur soutien.
Références
- Abric, J.-C. (1987). Coopération, compétition et représentations sociales. Cousset, Suisse: delval.
- Aronson, E., Blaney, N., Stephin, C., Sikes, J., & Snapp, M. (1978). The jigsaw classroom. Beverly hills, CA: Sage.
- Axelrod, r. (1984). The evolution of cooperation. New york, Ny: Basic Books.
- Baines, E., rubie-davies, C., & Blatchford, P. (2009). Improving pupil group work interaction and dialogue in primary classrooms: results from a year long intervention study. Cambridge Journal of Education, 39 (1), 95–117. doi:10.1080/03057640802 701960
- Barbu, S., Cabanes, G., & Le Maner-Idrissi, G. (2011). Boys and girls on the playground: Sex differences in social development are not stable across early childhood. PLoS OnE, 6 (1), e16407. doi:10.1371/journal.pone.0016407
- Baudrit, A. (2005). L’apprentissage coopératif: Origines et évolutions d’une méthode pédagogique. Bruxelles, Belgique: de Boeck.
- Bente, G., Baptist, o., & Leuschner, h. (2012). To buy or not to buy: Influence of seller photos and reputation on buyer trust and purchase behavior. International Journal of Human-Computer Studies, 70 (1), 1–13. doi: 10.1016/j.ijhcs.2011.08.005
- Berg, J., dickhaut, J., & McCabe, K. (1995). Trust, reciprocity, and social history. Games and Economic Behavior, 10 (1), 122–142.
- Bertucci, A., Conte, S., & Johnson, d. w. (2010). The impact of size of cooperative group on achievement, social support, and self-esteem. The Journal of General Psychology, 137 (3), 256–272.
- Brody, C. (2009). Issues in cooperative learning implementation: Students who refuse to participate in cooperative groupwork. IaSCE newsletter, 28 (2), 8–10.
- Brosnan, S. F., & Bshary, r. (2010). Cooperation and deception: From evolution to mechanisms. Philosophical transactions of the royal Society of London. Series B, Biological Sciences, 365 (1553), 2593–2598. doi: 10.1098/rstb.2010.0155
- Cadoret, G., Bouchard, C., & Fréchette, N. (2011). Le développement neurologique de l’enfant de 6 à 12 ans. In C. Bouchard & N. Fréchette (Eds.), Développement global de l’enfant de 6 à12 ans en contextes éducatifs (pp. 13–50). Sainte-Foy, Québec: Presses de l’université du Québec.
- Camerer, C. (2003). Behavioral game theory: Experiments in strategic interaction. Princeton, NJ: Princeton university Press.
- Cassidy, J., & Asher, S. r. (1992). Loneliness and peer relations in young children. Child Development, 63 (2), 350-365.
- Charness, G., du, N., & yang, C.-L. (2011). Trust and trustworthiness reputations in an investment game. Games and Economic Behavior, 72 (2), 361–375. doi:10.1016/j.geb.2010.09.002
- Choi, J., Johnson, d. w., & Johnson, r. (2011). Relationships among cooperative learning experiences, social interdependence, children’s aggression, victimization, and prosocial behaviors. Journal of applied Social Psychology, 41 (4), 976–1003.
- Cloninger, C. r., Bayon, C., & Svrakic, d. M. (1998). Measures of temperament and character in mood disorders: A model of fundamental states as personality types. Journal of affective Disorders, 51 (1), 21–32.
- Cloninger, C. r., Svrakic, d. M., & Przybeck, t. r. (1993). A psychobiological model of temperament and character. archives of General Psychiatry, 50 (12), 975–990.
- Davis, M. h. (1980). A multidimensional approach to individual differences in empathy. JSaS Catalog of Selected Documents in Psychology, 10 (1), 85.
- Davis, M. h. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44 (1), 113–126. doi: 10.1037/0022-3514.44.1.113
- Decety, J., & Jackson, P. L. (2004). The functional architecture of human empathy. Behavioral and cognitive neuroscience reviews, 3 (2), 71–100. doi: 10.1177/15345823 04267187
- Downer, J. T., Booren, L. M., Lima, O. K., Luckner, A. E., & Pianta, R. C. (2010). The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions. Early Childhood research Quarterly, 25 (1), 1–16. doi: 10.1016/j.ecresq 2009.08.004
- Dunn, J. R., & Schweitzer, M. E. (2005). Feeling and believing: the influence of emotion on trust. Journal of Personality and Social Psychology, 88 (5), 736–748.
- Eisenberg, N., & Fabes, R. A. (1998). Prosocial development. In w. damon (Ed.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (5th ed., pp. 701–778). New york, Ny: wiley.
- Evans, A. M., & Revelle, W. (2008). Survey and behavioral measurements of interpersonal trust. Journal of research in Personality, 42 (6), 1585–1593. doi: 10.1016/j.jrp. 2008.07.011
- Findlay, L. C., Girardi, A., & Coplan, R. J. (2006). Links between empathy, social behavior, and social understanding in early childhood. Early Childhood research Quarterly, 21 (3), 347–359.
- Furtwengler, C. B. (1992). How to observe cooperative learning classrooms. Educational Leadership, 49 (7), 59-62.
- Galinsky, A. D., Wang, C. S., & Gillian, K. (2008). Perspective-takers behave more stereotypically. Journal of Personality and Social Psychology, 95 (2), 404–419. doi:10.1037/0022-3514.95.2.404
- Garton, A. F., & Eyal, G. (2005). The development of a scale to measure empathy in 8- and 9-year old children. australian Journal of Education and Developmental Psychology, 5 (1), 17–25.
- Gillies, R. M. (2004). The effects of cooperative learning on junior high school students during small group learning. Learning and Instruction, 14 (2), 197–213. doi: 10.1016/ S0959-4752(03)00068-9
- Gillies, R. M. (2006). Teachers’ and students’ verbal behaviours during cooperative and small-group learning. British Journal of Educational Psychology, 76 (2), 271–87. doi: 10.1348/000709905X52337
- Gillies, R. M. (2008). The effects of cooperative learning on junior high school students’ behaviours, discourse and learning during a science-based learning activity. School Psychology International, 29 (3), 328–347. doi: 10.1177/0143034308093673
- Gillies, R. M., & Ashman, A. (1996). Teaching collaborative skills to primary school children in classroom-based work groups. Learning and Instruction, 6 (3), 187–200.
- Gillies, r. M., & Boyle, M. (2008). Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice. Teaching and Teacher Education, 24 (5), 1333–1348. doi: 10.1016/j.tate.2007.10.003
- Goetz, J. L., Keltner, d., & Simon-Thomas, E. (2010). Compassion: An evolutionary analysis and empirical review. Psychological Bulletin, 136 (3), 351–374. doi: 10.1037/a0018807
- Gresham, F. M., & Elliott, S. N. (2008). Social Skills Improvement System - rating Scales. Minneapolis, MN: NCS Pearson.
- Gresham, F. M., Elliott, S. N., & Kettler, R. J. (2010). Base rates of social skills acquisition/ performance deficits, strengths, and problem behaviors: An analysis of the Social Skills Improvement System-rating Scales. Psychological assessment, 22 (4), 809–815.
- Gummerum, M., Keller, M., Takezawa, M., & Mata, J. (2008). To give or not to give: Children’s and adolescents’ sharing and moral negotiations in economic decision situations. Child Development, 79 (3), 562–576.
- Huynh, C., Guilé, J.-M., Breton, J.-J., Desrosiers, L., & Cohen, D. (2010). Le modèle du tempérament et du caractère de Cloninger appliqué dans le trouble bipolaire de l’adulte: recension de la littérature d’une approche tempéramentale. annales Médico-Psychologiques, 168 (5), 325–332. doi: 10.1016/j.amp.2010.03.015
- Hwang, J. Y., Plante, T., & Lackey, K. (2008). The development of the Santa Clara Brief Compassion Scale: An abbreviation of Sprecher and Fehr’s Compassionate Love Scale. Pastoral Psychology, 56 (4), 421–428. doi: 10.1007/s11089-008-0117-2
- Jagers, R. J. (1992). Attitudes toward academic interdependence and learning in two learning outcomes contexts. Journal of negro Education, 61 (4), 551–538.
- Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.
- Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational researcher, 38 (5), 265–379.
- Johnson, D. W., Johnson, R. T., & Smith, K. (2007). The state of cooperative learning in postsecondary and professional settings. Educational Psychology review, 19 (1), 15–29. doi: 10.1007/s10648-006-9038-8
- Johnson, D. W., & Norem-Hebeisen, A. (1979). A measure of cooperative, competitive, and individualistic attitudes. Journal of Social Psychology, 109 (2), 253–261.
- Johnson, N. D., & Mislin, A. A. (2011). Trust games: A meta-analysis. Journal of Economic Psychology, 32 (5), 865–889. doi: 10.1016/j.joep.2011.05.007
- Kern, A. L., Moore, T. J., & Caglin Akillioglu, F. (2007). Cooperative learning: Developing an observation instrument for student interactions. 37th Annual Frontiers in Education Conference (vol. 3, pp. 1–6). Milwaukee, WI: ASEE/IEEE. 10.1109/FIE.2007.4417852
- King-Casas, B., Sharp, C., Lomax-Bream, L., Lohrenz, T., Fonagy, P., & Montague, P. r.(2008). The rupture and repair of cooperation in borderline personality disorder. Science, 321 (5890), 806–810. doi: 10.1126/science.1156902
- Kirchsteiger, G., Rigotti, L., & Rustichini, A. (2006). Your morals might be your moods. Journal of Economic Behavior & Organization, 59 (2), 155–172.
- Koutselini, M. (2008). Teacher misconceptions and understanding of cooperative lear ning: An intervention study. The Journal of Classroom Interaction, 43 (2), 34–44.
- Ladd, G. W., & Profilet, S. M. (1996). The Child Behavior Scale: A teacher-report measure of young children’s aggressive, withdrawn, and prosocial behaviors. Developmental Psychology, 32 (6), 1008-1024. doi: 10.1037/0012-1649.32.6.1008
- LaFreniere, P. J., & Dumas, J. E. (1996). Social competence and behavior evaluation in children aged three to six: the short form (SCBE-30). Psychological assessment, 8 (4), 369-377. doi: 10.1037/1040-3590.8.4.369
- Lewin, K. (1935). A dynamic theory of personality. New york, Ny: McGraw-hill.
- Lewin, K. (1948). Resolving social conflicts. New york, Ny: harper.
- McMaster, K. N., & Fuchs, D. (2002). Effects of cooperative learning on the academic achievement of students with learning disabilities: An update of tateyama-Sniezek’s review. Learning Disabilities research & Practice, 17 (2), 107–117.
- Miettunen, J., Kantojärvi, L., Veijola, J., Järvelin, M.-R., & Joukamaa, M. (2006). International comparison of Cloninger’s temperament dimensions. Personality and Individual Differences, 41 (8), 1515–1526. doi: 10.1016/j.paid.2006.06.006
- Nesse, R. M. (2007). Runaway social selection for displays of partner value and altruism. Biological Theory, 2 (2), 143–155.
- Nisbett, R. E., & Wilson, T. D. (1977). telling more than we can know: verbal reports on mental processes. Psychological review, 84 (3), 231–259.
- Norem-Hebeisem, A. A., & Johnson, D. W. (1981). The relationship between cooperative, competitive, and individualistic attitudes and differentiated aspects of self-esteem. Journal of Personality, 49 (4), 415–426.
- Parten, M. B. (1932). Social participation among pre-school children. Journal of abnormal Psychology, 27 (3), 243–269.
- Pelligra, V. (2011). Intentions, trust and frames: A Note on sociality and the theory of games. review of Social Economy, 69 (2), 163–188. doi: 10.1080/00346760903568451
- Rimm-Kaufman, S. E., La Paro, K. M., Downer, J. t., & Pianta, R. C. (2005). The contribution of classroom setting and quality of instruction to children’s behavior in kindergarten classrooms. The Elementary School Journal, 105 (4), 377–393.
- Rodebaugh, T. L., Klein, S. R., Yarkoni, T., & Langer, J. K. (2011). Measuring social anxiety related interpersonal constraint with the flexible iterated prisoner’s dilemma. Journal of anxiety Disorders, 25 (3), 427–436. doi: 10.1016/j.janxdis.2010.11.006
- Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents’ achievement and peer relationships: the effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134 (2), 223–246. doi: 10.1037/00332909.134.2.223
- Saucier, G., & Goldberg, L.-R. (2006). Personnalité, caractère et tempérament: La structure translinguistique des traits. Psychologie Française, 51 (3), 265–284. doi: 10.1016/j.psfr.2006.01.005
- Schelling, T. (1960). The strategy of conflict. New york, Ny: harvard university Press.
- Shachar, H., & Fischer, S. (2004). Cooperative learning and the achievement of motivation and perceptions of students in 11th grade chemistry classes. Learning and Instruction, 14 (1), 69–87.
- Sharan, S., & Shachar, H. (1988). Language and learning in the cooperative classroom. New york, Ny: Springer-verlag.
- Sharan, Y. (2010). Cooperative learning for academic and social gains: valued pedagogy, problematic practice. European Journal of Education, 45 (2), 300–313.
- Sharp, C., Burton, P. C., & Ha, C. (2011). Better the devil you know: A preliminary study of the differential modulating effects of reputation on reward processing for boys with and without externalizing behavior problems. European Child & adolescent Psychiatry, 20 (11-12), 581–592. doi: 10.1007/s00787-011-0225-x
- Slavin, R. E. (1995). Cooperative Learning: Theory, research and practice (2nd ed.). Boston, MA: Allyn & Bacon.
- Slavin, R. E. (2009). Comprehensive approaches to cooperative learning. Theory Into Practice, 38 (2), 74–79.
- Slavin, R. E. (2011). Instruction based on cooperative learning. In P. A. Alexander & R. E.
- Mayer (Eds.), Handbook of research of learning and instruction (pp. 344–360). New York, Ny: Routledge.
- Slavin, R. E., hurley, E. A., & Chamberlain, A. (2003). Cooperative learning and achievement: theory and research. In w. M. reynolds & G. E. Miller (Eds.), Handbook of psychology: Educational psychology (vol. 7., pp. 177–198). New york, Ny: John wiley & Sons.
- Slavin, R. E., & Tanner, A. (1979). Effects of cooperative reward structures and indivi dual accountability on productivity and learning. Journal of Educational research, 72 (5), 294–298.
- Sprecher, S., & Fehr, B. (2005). Compassionate love for close others and humanity. Journal of Social and Personal relationships, 22 (5), 629–651. doi: 10.1177/0265407505056439
- Tjosvold, D., Xuehuang, Y., Johnson, D. W., & Johnson, R. T. (2008). Social interdependence and orientation toward life and work. Journal of applied Social Psychology, 38 (2), 409–435.
- Tolmie, A. K., Topping, K. J., Christie, D., Donaldson, C., Howe, C., Jessiman, E., … Thurston, A. (2010). Social effects of collaborative learning in primary schools. Learning and Instruction, 20 (3), 177–191. doi: 10.1016/j.learninstruc.2009.01.005
- Vallerand, R. J. (2006). Les méthodes de recherche en psychologie sociale. In r. J. Vallerand (Ed.), Les fondements de la psychologie sociale (2e éd., pp. 37–79). Montréal, QC: Gaëtan Morin éditeur.
- Von Neumann, J., & Morgenstern, O. (1947). Theory of games and economic behavior (2nd ed.). Princeton, NJ: Princeton university Press.
- Webster-Stratton, C., & Lindsay, D. W. (1999). Social competence and conduct problems in young children: Issues in assessment. Journal of Clinical Child Psychology, 28 (1), 25-43.
- West, S. A., Griffin, A. S., & Gardner, A. (2006). Social semantics: altruism, cooperation, mutualism, strong reciprocity and group selection. Journal of Evolutionary Biology, 20 (2), 415–432. doi: 10.1111/j.1420-9101.2006.01258.x
- West, S. A., Griffin, A. S., & Gardner, A. (2007). Social semantics: Altruism, cooperation, mutualism, strong reciprocity and group selection. Journal of Evolutionary Biology, 20 (2), 415–432. doi: 10.1111/j.1420-9101.2006.01258.x