THE EFFECTS OF COOPERATIVE LEARNING ON PSYCHOLOGICAL AND SOCIAL TRAITS AMONG UNDERGRADUATE STUDENTS
Bibliographic record
Abstract
The effects of cooperative learning on selected psychological and social traits were investigated. The sample of the study included 114 freshmen and sophomores in a psychology of learning and a fundamental mathematics course, in a public university in Turkey. The University of California-Los Angeles Loneliness Scale (R-UCLA; Russell, Peplau, & Cutrona, 1980), the Toronto Alexithymia Scale (TAS; Taylor, 1984), the Liebowitz Social Anxiety Scale (LSAS; Liebowitz, 1991), the Self-Monitoring Scale (SMS; Snyder, 1972), and the Happiness Scale (HS; Fordyce, 1988) were used to assess the levels of loneliness, alexithymia, social anxiety, self-monitoring, and happiness. Results show that cooperative learning was effective in reducing the levels of loneliness and social anxiety and increasing the levels of happiness among the participants. However, it was found that cooperative learning was not effective in increasing students' self-monitoring skills or decreasing their alexithymia levels.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".