The differential effect of perspective-taking ability on profiles of cooperative behaviours and learning outcomes
Main Article Content
Abstract
The present study aims to provide a systematic understanding of how perspective-taking ability contributes to primary-school students’ cooperative behaviours and learning outcomes. The present study is frontline as we combined person-oriented (e.g., describing patterns of behaviours based on individual characteristics), process-oriented (e.g., examining factors affecting the quality of cooperative behaviours), and effect-oriented (e.g., examining the effect of cooperative learning on individual learning outcomes) analytical approaches within one research framework. In addition, we adhered to the multi-dimensional nature of perspective-taking ability and differentiated between social and cognitive perspective-taking ability while taking into account the contribution of perspective-taking ability at both the individual level and group level (i.e., heterogeneous and homogeneous perspective-taking ability groups) to cooperative behaviour profiles and learning outcomes of primary-school children. Based on transcribed episodes of interaction of 115 fifth-grade students, four different profiles of cooperative behaviours were discerned: captains, hard workers, switchers, and passive participants. We found that these profiles are related to perspective taking conceptualized at the group level, but not to individual-level perspective-taking ability. Profile membership, cognitive perspective-taking ability, and group-level perspective-taking ability could not predict students’ learning outcomes. Social perspective-taking ability and reading comprehension did positively predict learning outcomes. Our findings add to existing knowledge as they suggest that the influence of perspective-taking ability on cooperative behaviours and learning outcomes is susceptible to the conceptualization (i.e., cognitive vs. social) and measurement level (i.e., individual vs. group level) of perspective-taking ability.
Article Details
How to Cite
Mouw, J., Saab, N. ., Gijlers, H., Hickendorff, M., van Paridon, Y., & Van Den Broek, P. (2020). The differential effect of perspective-taking ability on profiles of cooperative behaviours and learning outcomes. Frontline Learning Research, 8(6), 88–113. https://doi.org/10.14786/flr.v8i6.633
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References
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Beersma, B., Bechtoldt, M. N., & Schouten, M. E. (2018). When ignorance is bliss: Exploring perspective taking, negative state affect and performance. Small Group Research, 49, 576‒599. doi:10.1177/1046496418775829
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Galinsky, A. D., Ku, G., & Wang, C. S. (2005). Perspective-taking and self-other overlap: Fostering social bonds and facilitating social coordination. Group Processes and Intergroup Relations, 8, 109‒124. doi:10.1177/1368430205051060
Galinsky, A. D., & Moskowitz, G. B. (2000a). Perspective-taking: Decreasing stereotype expression, stereotype accessibility, and in-group favoritism. Journal of Personality and Social Psychology, 78, 708–724. doi:10.1037/0022-3514.78.4.708
Gillies, R. M. (2014). Developments in cooperative learning: Review of research. Anales de Psicología, 30, 792–801. doi:10.6018/analesps.30.3.201191
Hawk, S. T., Keijsers, L., Branje, S. J. T., Van der Graaff, J., De Wied, M., & Meeus, W. (2013). Examining the Interpersonal Reactivity Index (IRI) among early and late adolescents and their mothers. Journal of Personality Assessment, 95, 96–106. doi:10.1080/00223891.2012.696080
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Järvenoja, H., & Järvelä, S. (2016). Regulating emotions together for motivated collaboration. In M. Baker, J. Andriessen, & S. Järvelä (Eds.), Affective learning together: Social and emotional dimensions of collaborative learning (pp. 162-182). New York, NY: Routledge.
Johnson, D. W. (1971). The effectiveness of role reversal: The actor or the listener. Psychological Reports, 28, 275‒282. doi:10.2466/pr0.1971.28.1.275
Johnson, D. W. (1975a). Affective perspective taking and cooperative predisposition. Developmental Psychology, 11, 869‒870.
Johnson, D. W. (1975b). Cooperativeness and social perspective taking. Journal of Personality and Social Psychology, 31, 241‒244. doi:10.1037/h0076285
Johnson, D. W. (2015). Constructive controversy: Theory, research, practice. Cambridge, UK: Cambridge University Press.
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Mouw, J. M., Saab, N., Janssen, J., & Vedder, P. (2019). Quality of group interaction, ethnic group composition, and individual mathematical learning gains. Social Psychology of Education, 22, 383–403. doi: 10.1007/s11218-019-09482-w
Mouw, J. M., Saab, N., Pat-El, R. J., & Van den Broek, P. (2019). Student- and task-related predictors of primary-school students’ perceptions of cooperative learning activities. Pedagogische Studiën, 96(2), 98–122.
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Rieffe, C., Oosterveld, P., Miers, A. C., Terwocht, M. M., & Ly, V. (2008). Emotion awareness and internalizing symptoms in children and adolescents: The Emotion Awareness Questionnaire revised. Personality and Individual Differences, 45, 756‒761. doi:10.1016/j.paid.2008.08.001
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Baer, J. (2003). Grouping and achievement in cooperative learning. College Teaching, 51, 169–175. doi:10.1080/87567550309596434
Baron-Cohen, S., Wheelwright, S., Hill, J., Raste, Y., & Plumb, I. (2001). The ‘Reading the Mind in the Eyes’ test revised version: A study with normal adults, and adults with Asperger syndrome or high-functioning autism. Journal Child Psychopathology Psychiatry, 42, 241‒251. doi:10.1111/1469-7610.00715
Barron, B. (2003). When smart groups fail. The Journal of the Learning Sciences, 12, 307–359. doi:10.1207/S15327809JLS1203_1
Beersma, B., Bechtoldt, M. N., & Schouten, M. E. (2018). When ignorance is bliss: Exploring perspective taking, negative state affect and performance. Small Group Research, 49, 576‒599. doi:10.1177/1046496418775829
Cigala, A., Mori, A., & Fangareggi, F. (2015). Learning others’ point of view: Perspective taking and prosocial behavior in preschoolers. Early Child Development and Care, 185, 1199‒1215. doi:10.1080/03004430.2014.987272
Clark, H. H., & Brennan, S. (1991). Grounding in communication. In L. B. Resnick, J. M. Levine & S. Teasley (Eds.), Perspectives on socially shared cognition (pp. 127-149). Washington, DC: American Psychological Association.
Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1–35. doi:10.3102/00346543064001001
Collins, L. M., & Lanza, S. T. (2010). Latent class and latent transition analysis. Hoboken, NJ: Wiley.
Davis, M. H. (1983). Measuring individual differences in empathy: Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44, 113‒126. doi:10.1037/0022-3514.44.1.113
Davis, M. H., Conklin, L., Smith, A., & Luce, C. (1996). Effect of perspective taking on the cognitive representation of persons: A merging of self and other. Journal of Personality and Social Psychology, 70, 713–726. doi:10.1037/0022-3514.70.4.713
Di Eugenio, B., Jordan, P. W., Thomason, R. H., & Moore, J. D. (2000). The agreement process: An empirical investigation of human–human computer mediated collaborative dialogs. International Journal of Human–Computer Studies, 53, 1071–1075. doi:10.1006/ijhc.2000.0428
Driskell, T., Driskell, J. E., Burke, C. S., & Salas, E. (2017). Team roles: A review and integration. Small Group Research, 48, 482–511. doi:10.1177/1046496417711529
Egberink, I. J. L., Janssen, N. A. M., & Vermeulen, C. S. M. (2015). COTAN beoordeling 2015 Leerling,- en onderwijsvolgsysteem begrijpend lezen [COTAN review 2015, evaluation of the system for monitoring educational progress: Reading comprehension]. Amsterdam, the Netherlands: Boom Test Uitgevers.
Epley, N., Morewedge, C. K., & Keysar, B. (2004). Perspective taking in children and adults: Equivalent egocentrism but differential correction. Journal of Experimental Social Psychology, 40, 760–768. doi:10.1016/j.jesp.2004.02.002
Erkens, G. (2004). The dynamics of coordination in collaboration. In J. van der Linden & P. Renshaw (Eds.), Shifting perspectives to learning, instruction, and teaching (pp. 191‒213). Dordrecht, the Netherlands: Kluwer Academic Publishers.
Erkens, G. (2005). Multiple Episode Protocol Analysis (Version 4.10) [Computer software]. Utrecht: Utrecht University.
Erkens, G., & Janssen, J. (2008). Automatic coding of dialogue acts in collaboration protocols. International Journal of Computer-Supported Collaborative Learning, 3, 447‒470. doi:10.1007/s11412-008-9052-6
Erkens, G., Jaspers, J., Prangsma, M., & Kanselaar, G. (2005). Coordination processes in computer supported collaborative writing. Computers in Human Behavior, 21, 463‒486. doi:10.1016/j.chb.2004.10.038
Evers, G. (2008). Programma voor berekening Cito LeesIndex voor het Basisonderwijs (P-CLIB, version 3.0) [computer software]. Arnhem, the Netherlands: Cito.
Falk, D. R., & Johnson, D. W. (1977). The effects of perspective-taking and egocentrism on problem solving in heterogeneous and homogeneous groups. The Journal of Social Psychology, 102, 63‒71. doi:10.1080/00224545.1977.9713241
Field, A. (2009). Discovering statistics using SPSS (3rd Ed.). Los Angeles, CA: Sage.
Galinsky, A. D., Ku, G., & Wang, C. S. (2005). Perspective-taking and self-other overlap: Fostering social bonds and facilitating social coordination. Group Processes and Intergroup Relations, 8, 109‒124. doi:10.1177/1368430205051060
Galinsky, A. D., & Moskowitz, G. B. (2000a). Perspective-taking: Decreasing stereotype expression, stereotype accessibility, and in-group favoritism. Journal of Personality and Social Psychology, 78, 708–724. doi:10.1037/0022-3514.78.4.708
Gillies, R. M. (2014). Developments in cooperative learning: Review of research. Anales de Psicología, 30, 792–801. doi:10.6018/analesps.30.3.201191
Hawk, S. T., Keijsers, L., Branje, S. J. T., Van der Graaff, J., De Wied, M., & Meeus, W. (2013). Examining the Interpersonal Reactivity Index (IRI) among early and late adolescents and their mothers. Journal of Personality Assessment, 95, 96–106. doi:10.1080/00223891.2012.696080
Hickendorff, M., Edelsbrunner, P. A., McMullen, J., Schneider, M., & Trezise, K. (2018). Informative tools for characterizing individual differences in learning: Latent Class, Latent Profile, and Latent Transition Analysis. Learning and Individual Differences, 66, 4–15. doi:10.1016/j.lindif.2017.11.001
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural Equation Modelling: Guidelines for determining model fit. Electronic Journal of Business Research Methods, 6, 53–60. Retrieved from http://www.ejbrm.com/volume6/issue1/p53
Janssen, J., Cress, U., Erkens, G., & Kirschner, P. A. (2013). Multilevel analysis for the analysis of collaborative learning. In C. E. Hmelo-Silver, C. A. Chinn, C. K. K. Chan, & A. M. O’Donnell, The international handbook of collaborative learning (pp. 41–56). New York, NY: Routledge.
Janssen, J., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2012). Task-related and social regulation during online collaborative learning. Metacognition and Learning, 7, 25–43. doi:10.1007/s11409-010-9061-5
Järvelä, S., & Häkkinen, P. (2002). Web-based cases in teaching and learning ‒ the quality of discussions and a stage of perspective taking in asynchronous communication. Interactive Learning Environments, 10, 1–22. doi:10.1076/ilee.10.1.1.3613
Järvenoja, H., & Järvelä, S. (2009). Emotion control in collaborative learning situations – do students regulate emotions evoked from social challenges? British Journal of Educational Psychology, 79, 463–481. doi:10.1348/000709909X402811
Järvenoja, H., & Järvelä, S. (2016). Regulating emotions together for motivated collaboration. In M. Baker, J. Andriessen, & S. Järvelä (Eds.), Affective learning together: Social and emotional dimensions of collaborative learning (pp. 162-182). New York, NY: Routledge.
Johnson, D. W. (1971). The effectiveness of role reversal: The actor or the listener. Psychological Reports, 28, 275‒282. doi:10.2466/pr0.1971.28.1.275
Johnson, D. W. (1975a). Affective perspective taking and cooperative predisposition. Developmental Psychology, 11, 869‒870.
Johnson, D. W. (1975b). Cooperativeness and social perspective taking. Journal of Personality and Social Psychology, 31, 241‒244. doi:10.1037/h0076285
Johnson, D. W. (2015). Constructive controversy: Theory, research, practice. Cambridge, UK: Cambridge University Press.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38, 365‒379. doi:10.3102/0013189X09339057
King, A. (2002). Structuring peer interaction to promote high-level cognitive processing. Theory into Practice, 41, 33–40. doi:10.1207/s15430421tip4101_6
Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19, 335‒353. doi:10.1016/S0747-5632(02)00057-2
Michelon, P., & Zachs, J. M. (2006). Two kinds of visual perspective taking. Perception & Psychophysics, 68, 327‒337. doi:10.3758/BF03193680
Mouw, J. M., Saab, N., Janssen, J., & Vedder, P. (2019). Quality of group interaction, ethnic group composition, and individual mathematical learning gains. Social Psychology of Education, 22, 383–403. doi: 10.1007/s11218-019-09482-w
Mouw, J. M., Saab, N., Pat-El, R. J., & Van den Broek, P. (2019). Student- and task-related predictors of primary-school students’ perceptions of cooperative learning activities. Pedagogische Studiën, 96(2), 98–122.
Oberski, D. (2016). Mixture models: Latent profile and latent class analysis. In J. Robertson & M. Kaptein (Eds.), Modern statistical methods for HCI (pp. 275–287). Switzerland: Springer International Publishing.
Ortiz, A. E., Johnson, D. W., & Johnson, R. T. (1996). The effect of positive goal and resource interdependence on individual performance. The Journal of Social Psychology, 136, 243–249. doi:10.1080/00224545.1996.9713998
Pons, F., Harris, P. L., & De Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European Journal of Developmental Psychology, 1, 127–152. doi:10.1080/17405620344000022
Pronin, E., Puccio, C. T., & Ross, L. (2002). Understanding misunderstanding: Social psychological perspectives. In T. Gilovich, D. Griffin, & D. Kahneman (Eds.), Heuristics and biases: The psychology of intuitive judgment (pp. 636‒665). Cambridge, UK: Cambridge University Press.
Rieffe, C., Oosterveld, P., Miers, A. C., Terwocht, M. M., & Ly, V. (2008). Emotion awareness and internalizing symptoms in children and adolescents: The Emotion Awareness Questionnaire revised. Personality and Individual Differences, 45, 756‒761. doi:10.1016/j.paid.2008.08.001
Ruby, P., & Decety, J. (2004). How would you feel versus how do you think she would feel? A neuroimaging study of perspective-taking with social emotions. Journal of Cognitive Neuroscience, 16, 988‒999. doi:10.1162/0898929041502661
Strijbos, J. W., Martens, R. L., Jochems, W. M., & Broers, N. J. (2007). The effect of functional roles on perceived group efficiency during computer-supported collaborative learning: A matter of triangulation. Computers in Human Behavior, 23, 353‒380. doi:10.1016/j.chb.2004.10.016
Tjosvold, D., & Johnson, D. W. (1977). Effects of controversy on cognitive perspective taking. Journal of Educational Psychology, 69, 679‒685. doi:10.1037/0022-0663.69.6.679
Tjosvold, D., & Johnson, D. W., & Johnson, R. T. (1984). Influence strategy, perspective-taking, and relationships between high- and low-power individuals in cooperative and competitive contexts. The Journal of Psychology, 116, 187‒202. doi:10.1080/00223980.1984.9923636
Trötschel, R., Hüffmeier, H., Loschelder, D. D., Schwartz, K., & Gollwitzer, P. M. (2011). Perspective taking as a means to overcome motivational barriers in negotiations: When putting oneself into the opponent’s shoes helps to walk toward agreements. Journal of Personality and Social Psychology, 101, 771‒790. doi:10.1037/a0023801
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