ArticleFrontiers in psychology2021
The Impact of Cooperative Learning on University Students' Academic Goals.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers, 1 of them a synthesis that pooled it.
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Who cites it
7 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Revealing the impact of teaching methods on anxiety among college students through a bibliometric study.Frontiers in psychology · 2025Pooled it
- The mediating role of emotion regulation and cognitive flexibility in the relationship between cooperative learning and social skills of students: a cross-sectional study.BMC psychology · 2025Article
- The Impact of Competitive and Collaborative Environments on Vocational Students' Competitive Attitudes, Task Motivation, and Adaptability: A Multilevel Structural Equation Modeling Analysis.Behavioral sciences (Basel, Switzerland) · 2025Article
- A Practical Guide for Improving and Evaluating the Components of Emotional Intelligence in Healthcare Students.Medical science educator · 2025Article
- The Mediating Role of Cognitive Reappraisal on Bedtime Procrastination and Sleep Quality in Higher Educational Context: A Three-Wave Longitudinal Study.Nature and science of sleep · 2025Article
- The role of social class in academic university contexts: exploring students' academic self-concept, educational expectations, and achievement goals.Frontiers in psychology · 2025Article
- Enhancing ESL learner's literacy by peer-assisted learning strategy of online English news.Frontiers in psychology · 2023Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Cooperative learning encourages the development of interpersonal skills and motivates students to participate more actively in the teaching and learning process. This study explores the impact of cooperative learning on the academic goals influencing university students' behavior and leading to the attainment of a series of academic objectives. To this end, a quasi-experimental pretest-posttest control group design was used, with a sample of 509 university students from Preschool, Primary and Social Education undergraduate degree courses. Using the Academic Goals Questionnaire (AGQ), pretest and posttest measures were taken
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.