Cooperative learning, a pedagogical approach emphasizing structured collaboration and mutual responsibility, has been associated with academic and social benefits, yet its influence on adolescents’ prosocial and antisocial behaviors remains underexplored. This study examined the relationships between cooperative learning, affective experiences, and social behavior in adolescent students. A total of 261 adolescent students (M = 13.06 years, SD = 0.86) from Greece participated in this cross-sectional study. Data were collected via questionnaires assessing perceptions of cooperative learning, enjoyment, vitality, and prosocial/antisocial behaviors toward teammates and opponents. Factor analyses confirmed the validity of the Greek versions of the instruments. Path analysis revealed that contextual elements of cooperative learning explained a significant proportion of variance in enjoyment and vitality, which in turn predicted prosocial behavior toward both teammates and opponents. Specifically, enjoyment and vitality were positively associated with prosocial orientations, whereas vitality negatively predicted antisocial behavior toward teammates. Unexpectedly, group reflection and heterogeneity emerged as negative predictors of enjoyment and vitality, while interaction showed marginal positive effects. Indirect effects indicated that cooperative learning dimensions influenced social behavior primarily through enjoyment and vitality. These findings suggest that positive affective states mediate the impact of cooperative learning on students’ social conduct in PE. Implications for practice highlight the importance of carefully designing cooperative structures to enhance enjoyment and vitality while fostering prosocial interactions during adolescence.
Daroglou et al. (2026) studied this question.