The differential effect of perspective-taking ability on profiles of cooperative behaviours and learning outcomes

Main Article Content

Jolien Mouw
Nadira Saab
Hannie Gijlers
Marian Hickendorff
Yolinde van Paridon
Paul Van Den Broek

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.


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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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