Enhancing Prosocial Behavior through Cooperative Learning in the Classroom

Abstract

One of the primary institutions for socialization in society is the school. The entire school and classroom system can be viewed as a critical arena for the study and development of prosocial behavior. However, to date, a substantial amount of research and theoretical writing has accumulated concerning how parental childrearing at home, and other adult influences outside the school system, contribute to the development of positive behavior in children (Staub, 1978, 1979). In recent publications, several attempts have been made to apply theoretical concepts and laboratory findings to other social settings, especially to schools (Bar-Tal, 1978; Bar-Tal {\&} Raviv, 1982; Harris, Eisenberg, {\&} Carroll, 1982; Staub, 1981). The assumption is that a ``teacher'' replaces the ``parent'' in the socialization sequence and thus the same processes that enhance prosocial behavior in general are applicable to teacher-student relationships in the classroom. However, since there are very few research findings to support such an assumption, one may question its validity especially in light of the vast differences between ``life in the classroom'' (Jackson, 1968) and in the home environment.