Does Cooperative Learning Decrease Bullying And Increase Prosocial Behaviors?
Jiyoung Choi, David W. Johnson, & Roger Johnson In many schools, there is concern about bullying and other forms of harm-intended aggression. Harm-intended aggression may be defined as aggressive behavior aimed at inflicting physical, relational, or verbal harm. The target of the aggression is the victim. The opposite of harm-intended aggression is prosocial behavior, which is an action that benefits other people by helping, supporting, encouraging their goal accomplishment or well being. If a student is engaging in prosocial behavior, obviously he or she cannot be engaging in harm-intended aggression at the same time. The question is, Does cooperative learning have an impact on the occurrence of prosocial behavior and the absence of harm-intended aggression? In her Ph.D. dissertation, Jiyoung Choi addressed the relationships among cooperative learning experiences, predispositions for cooperative, competitive, and individualistic efforts, engaging in harm-intended aggression and prosoc
