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PUBLISHED DATE: - 14-09-2024
DOI: -
https://doi.org/10.37547/tajssei/Volume06Issue09-07
PAGE NO.: - 58-79
FEMALE ADOLESCENTS’ COOPERATION AND
ITS INFLUENCE ON THEIR SELF-ESTEEM
DEVELOPMENT IN STATE UNIVERSITIES IN
CAMEROON
Njeba Ruzette Fakeh
Department of Educational Psychology, Faculty of Education of the
University of Buea Cameroon
Professor Yaro Loveline Yulah
Department of Curriculum Studies and Teaching, Faculty of Education of
the University of Buea Cameroon
Professor Bongwong Bruno
Department of Educational Psychology, Faculty of Education of the
University of Buea Cameroon
RESEARCH ARTICLE
Open Access
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INTRODUCTION
The transition from childhood to adolescence is a
critical period marked by significant psychological,
social, and emotional changes. For female
adolescents, this stage is particularly important as
they navigate various challenges that can impact
their self-esteem. Adolescence is a critical period of
human development characterized by significant,
physical, cognitive, and social/emotional changes.
During this period, the formation of one’s self
concept becomes especially crucial. (Harker,
2012). Adolescence, defined as the period of life
between puberty and adulthood, is associated with
heightened social influence, especially from peers
(Blakemore, 2018). According to Tchombe and Lo-
oh (2012), adolescence is a period marked by
sensitization to appropriate gender identity and
roles. Adolescence encompasses elements of
biological growth and major social role transitions
(Azzopardi, 2018).
Self-esteem refers to an individual's overall
subjective evaluation of their own worth and value
as a person. It is a symbol of mental health
(Keramati, 2012). It encompasses one's beliefs,
feelings, and attitudes towards oneself. Self‐
esteem in earlier life predicts later physical and
mental health, satisfaction with relationships and
work, economic prospects and longevity.
According to (Rosenberg 2011), self-esteem is the
positive or negative perspective that one has
towards oneself and the evaluation of one’s own
thoughts and feelings. It is considered a personal
psychological characteristic related to self-
Abstract
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judgement based on one’s values about human
beings (Alesi, 2012).
Context and Justification of Study
In the context of state universities in Cameroon,
understanding
the
dynamics
of
female
adolescents' cooperation is essential, as it plays a
pivotal role in shaping their self-esteem
development. According to Erikson's psychosocial
development theory, the establishment of a strong
sense of self is crucial during this period,
influencing future relationships and personal
identity (Erikson, 1968). Cooperation among peers
can foster a supportive environment that enhances
self-esteem. Research indicates that collaborative
activities help individuals develop social skills,
build trust, and establish meaningful connections
(Johnson & Johnson, 2009). In a university setting,
where academic pressures and social dynamics
can be overwhelming, cooperative interactions
among female students may serve as a buffer
against the challenges they face. These interactions
not only promote a sense of belonging but also
facilitate the sharing of experiences and coping
strategies, which can significantly influence self-
esteem.
In Cameroon, cultural norms and societal
expectations often impose additional pressures on
female adolescents, affecting their self-perception
and confidence. Studies show that societal
attitudes toward gender roles can lead to feelings
of inadequacy and lower self-esteem among young
women (Nyangweso, 2018). However, cooperative
practices, such as group projects, study sessions,
and peer support networks, can counteract these
negative influences by providing a platform for
empowerment and self-affirmation. Moreover, the
impact of cooperation on self-esteem development
is further compounded by the educational
environment. State universities in Cameroon are
microcosms of broader societal trends, where the
interplay of academic and social factors can either
uplift or hinder self-esteem. Research has
demonstrated that academic success, often
facilitated by cooperative learning, correlates
positively with self-esteem (Marsh & Craven,
2006). Therefore, fostering cooperation among
female students is not just beneficial for academic
performance but also essential for their emotional
well-being.
Furthermore, the role of mentorship and role
models in promoting cooperation among female
adolescents cannot be overlooked. Effective
mentorship programs can encourage collaboration
and provide guidance, thereby enhancing self-
esteem. As noted by McCullough et al. (2020),
mentorship fosters a sense of purpose and
belonging, which are critical for self-esteem
development. By creating an environment where
female students can support one another and
share their successes, universities can play a
crucial role in shaping their self-image. The
cooperation among female adolescents in state
universities in Cameroon is a vital factor
influencing their self-esteem development. By
promoting collaborative learning and supportive
relationships, educational institutions can help
mitigate the adverse effects of societal pressures
and foster a positive self-concept. Understanding
this relationship not only highlights the
importance of cooperation in academic settings
but also underscores the need for targeted
interventions to support the psychological well-
being of female students. Continued research in
this area is essential to develop effective strategies
that empower young women during this
transformative phase of their lives.
In essence, the development of self-esteem during
adolescence is a critical aspect of personal growth,
particularly for female adolescents in state
universities in Cameroon. This developmental
period should be characterized by supportive
social interactions, strong peer relationships, and a
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collaborative academic environment that fosters
confidence and self-worth. However, the reality
often differs significantly from this ideal. Many
female adolescents face challenges such as societal
gender norms, lack of encouragement from peers,
and limited access to resources that promote
collaboration and mutual support. These obstacles
hinder their ability to engage meaningfully with
their peers, leading to feelings of isolation and
diminished
self-esteem.
Furthermore,
the
competitive nature of academic environments may
exacerbate these issues, as female students may
feel pressured to outperform one another rather
than cooperate as such the consequences are
profound. Low self-esteem among female
adolescents can lead to a range of negative
outcomes, including academic underachievement,
mental health issues, and difficulty in establishing
healthy relationships. This not only impacts their
personal development but also affects their
broader social and academic contributions,
perpetuating cycles of inequality and limiting their
future opportunities. Understanding the dynamics
of cooperation among female adolescents and its
influence on their self-esteem development is
crucial. By situating this problem within the
context of state universities in Cameroon, this
research aims to identify female adolescents’
cooperation and its influence on their self-esteem
development in state universities in Cameroon.
This study has as major objective to evaluate how
female adolescents’ cooperation influence their
self-esteem development in state universities in
Cameroon. Specifically, the study investigates:
i.
To determine the influence of peers on
female adolescent students’ self
-esteem in the
early years of university studies in Cameroon state
universities.
ii.
To study the extent to which group work
influence female adolescent students’ self
-esteem
in the early years of university studies in
Cameroon state universities.
Based on the above objectives, one general
hypothesis was tested which verified the
significant
relationship
between
female
adolescents ‘students’ cooperation and female
adolescent students
’ self
-esteem in the early years
of university studies in state universities in
Cameroon.
LITERATURE REVIEW
Cooperation is the act of working together towards
a common goal. Johnson & Johnson, 2009).
cooperation involves two or more people coming
together as partners to work interdependently
toward a common goal that will benefit all
involved. Much of the current research on
cooperation has been conducted in the context of
social dilemmas (Weber et al. 2004). In educational
settings, this often involves collaborative learning
and teamwork.
Moreover, female adolescents are more likely to be
cooperative and exercise more personal restraint
when using endangered common resources if the
resources are being shared with ingroup members
rather than with outgroup members (Van Vugt et
al. 2000). Furthermore, they work harder for and
are more loyal to groups they identify as their
ingroup (Van Vugt & Hart 2004). In society-level
social dilemma situations, the impact of an
individual’s identity with a group and the
associated acceptance of the norms and values of
those superordinate entities has also been shown
to be important for increasing a wide variety of
cooperative actions, ranging from participation in
social activism and protests to organizational
citizenship (Cropanzano & Byrne 2000).
Johnson and Johnson (2013) in their study found
that students who participated in cooperative
learning activities had significantly higher levels of
self-esteem compared to those who participated in
traditional classroom activities. A study conducted
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by Maria Isabel in 2020 result show that
cooperative learning is an effective tool for
encouraging university students to develop
academic goals that motivate them to fully engage
with the tasks they are set in order to acquire
knowledge and skills. These findings contribute
new knowledge to the conceptual framework on
cooperative learning.
Cooperation moments for female adolescents’
students
Students often cooperate on assigned group
projects across various subjects. These projects
can range from short-term in-class activities to
long-term assignments (Johnson & Johnson, 2009).
female Students may engage in peer tutoring
programs, where more advanced students help
their peers with challenging subjects or concepts
(Topping, 2005).Many teachers incorporate
collaborative learning activities into their lessons,
encouraging students to work together to solve
problems or discuss ideas (Slavin, 2014).In science
classes, students often work in pairs or small
groups to conduct experiments and analyze results
(Hofstein & Lunetta, 2004).Team sports and group
activities in physical education classes require
cooperation and teamwork (Bailey, 2006).
Student clubs, organizations, and after-school
programs often involve collaborative efforts
Students may form informal study groups to
prepare for exams or work on homework together
Cooperative learning often occurs during class
discussions and debates, where students build on
each other's ideas (Howe & Abedin, 2013).This
pedagogical approach often involves students
working together on extended projects that
address
real-world
problems
(Thomas,
2000).Digital tools and platforms are increasingly
used to facilitate student cooperation, both in and
out of the classroom (Resta & Laferrière, 2007).
Older students may work with younger students in
mentoring or tutoring roles Community service
projects often involve students working together
towards a common goal (Billig, 2000). Drama
productions, musical ensembles, and art
installations often require extensive student
cooperation Many schools implement peer
mediation programs where students help resolve
conflicts among their peers
Some teachers use cooperative strategies for
classroom management, such as assigning group
roles or responsibilities classrooms often employ
cooperative learning strategies to support
students with diverse needs (Jenkins et al.,
2003).In language classes, students often practice
speaking and comprehension skills through pair
and group work This approach often involves
students working in small groups to solve complex,
real-world
problems
(Hmelo-Silver,
2004).Students may review and provide feedback
on each other's work as part of the learning
process These programs often involve cooperation
between students from different cultural
backgrounds (Deardorff, 2006). A supportive
family environment contributes to higher self-
esteem (Bulanda & Majumdar, 2009). When family
members engage in cooperative behaviors and
foster a cooperative family environment, it can
positively influence self-esteem in several ways:
Sense of belonging and support: Cooperation
within the friends creates a sense of belonging and
support for female adolescents, which enhances
their self-esteem. Feldman,2012
When female students actively collaborate,
communicate, and work together as a team, it
conveys a message of inclusivity and support. This
cooperative environment fosters a sense of
security, acceptance, and value, contributing to
higher self-esteem (Laible et al., 2004).
Experiences of abuse or neglect can severely
impact self-esteem (Turner et al., 2010). Improved
communication and conflict resolution skills
gained through cooperation can enhance social
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confidence
and
self-esteem
(Webb
&
Mastergeorge, 2003). Cooperative friends’
dynamics involve recognizing and valuing each
other's contributions and efforts. When students
acknowledge and appreciate the contributions of
female adolescents, it enhances their sense of self-
worth and competence. This validation and
recognition promote a positive self-perception and
contribute to higher self-esteem (Deci & Ryan,
2000).
Impacts of cooperation on female adolescents’
self esteem
Cooperative learning experiences have been found
to enhance self-esteem in adolescents (Slavin,
2014). The relationship between conformity and
self-esteem is complex and can be both positive
and negative: Excessive conformity can lead to a
loss of individuality, potentially lowering self-
esteem (Harter, 2012). Conforming to unrealistic
standards negatively impact div image and self-
esteem (Clay et al., 2005). Conformity can provide
a sense of belonging, which may enhance self-
esteem (Newman et al., 2007). Adhering to positive
group norms can boost self-esteem through social
approval (Brechwald & Prinstein, 2011).
Cooperation can foster a sense of belonging, which
is crucial for self-esteem: Cooperative experiences
can increase feelings of peer acceptance, a
significant predictor of self-esteem in adolescence
(Harter, 2012). Cooperation can improve students’
psychological
balance
and
self-esteem
(Simsek,2013), For this reason, it is important to
explore the relationship between teamwork skills
and self-esteem. When students engage in
cooperative activities, work together towards
shared goals, and communicate in a supportive and
respectful manner, it creates a positive social
environment.
These
positive
interactions
contribute to feelings of belonging, acceptance, and
competence, leading to higher self-esteem (Smith
& Hamon, 2012; Laible et al., 2000).
The sense of community developed through
cooperation can provide emotional support,
enhancing
self-esteem
(Osterman,
2000).
Cooperation
within
students
provides
opportunities for female adolescents to develop
and demonstrate their skills and competence.
When students engage in cooperative tasks, such
as problem-solving, decision-making, and sharing
responsibilities, it allows adolescents to contribute
and showcase their abilities. This involvement and
competence-building experience can boost self-
esteem (Padilla-Walker & Bean, 2009).
Cooperation can improve social skills and peer
relationships, which in turn positively affect self-
esteem (Ginsburg-Block et al., 2006). Cooperative
friends’ interactions help female adolescents
develop effective emotional regulation and conflict
resolution skills. When students engage in open
communication, active listening, and cooperative
problem-solving, it models constructive ways of
managing emotions and resolving conflicts. These
skills contribute to higher self-esteem by fostering
a sense of control, autonomy, and competence in
handling challenging situations (Barber, 2002).
Girls often place higher value on social
relationships and cooperation, making these
experiences potentially more impactful for their
self-esteem
(Rose
&
Rudolph,
2006).
Communication with peers increases significantly
during adolescence and peer relationships become
more intense than in other stages Kruk, (2004).
and more influential to the teen, affecting both the
decisions and choices being made Spencer (2010)
Communication within peer groups allows
adolescents to explore their feelings and identity
as well as develop and evaluate their social skills.
Peer groups offer members the opportunity to
develop social skills such as empathy, sharing, and
leadership. (Swanson, Edwards, Spencer, 2010)
Participation in cooperative activities can lead to
increased feelings of competence and social
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acceptance, key components of self-esteem
(Roseth et al., 2008). Cooperation cultivates a
sense of belonging, emphasizing the value of each
member in a group. Adolescents, through
successful
cooperative
endeavors,
view
themselves as valuable contributors, thereby
enhancing self-worth. Across various cultural and
academic contexts, cooperative learning has often
been associated with positive outcomes. In
essence, cooperation and prosocial behavior are
interrelated, with both having the potential to
positively influence adolescent self-esteem.
Cooperative learning in academic settings has been
linked to improved self-esteem: Participation in
academic group work can enhance academic self-
concept, a key component of overall self-esteem
(Marsh & O'Mara, 2008). Cooperative learning
strategies have been found to improve both
academic
achievement
and
self-esteem
simultaneously (Johnson et al., 2014).
From a theoretical point of view, the theory of
emotional intelligence by Daniel Goleman (1995)
helps individuals to guide their thinking and
actions. Goleman defined emotional intelligence as
the ability of individuals to recognize their feelings
and those of others for motivation and
management of emotions for themselves and their
relationship with others. Goleman’s key
components are self-awareness, motivation,
empathy, social skills, self-regulation which is very
important to the study as it relates to cooperation
and conformity. Goleman’s
theory is important
because it challenges the traditional view of
intelligence. While IQ and technical skills are
important, Goleman argues that EI is equally, if not
more, vital to success in female adolescents
personal and professional life. Since the
publication of Goleman's book, there has been an
explosion of interest in emotional intelligence in
business, education, and psychology. Emotional
intelligence encompasses the ability to recognize
and understand one's own emotions and those of
others, as well as the ability to manage and
regulate emotions effectively.
Research suggests that female students with
higher levels of emotional intelligence are more
likely to engage in prosocial behavior, such as
empathy, cooperation, and altruism (Eisenberg et
al., 2006). By understanding and empathizing with
the emotions of others, students with higher
emotional intelligence are more likely to display
prosocial behavior towards their peers and
contribute positively to their social environment.
Emotional intelligence is also linked to self-esteem.
Students with higher emotional intelligence tend
to have better self-awareness, self-confidence, and
self-acceptance, which contribute to a healthier
self-esteem (Mikolajczak et al., 2007). When
students possess a strong sense of self-worth and
self-acceptance, they are more likely to have
positive perceptions of themselves and engage in
behaviors that enhance their self-esteem, such as
setting and achieving goals, managing stress, and
building positive relationships with others.
METHODOLOGY
The survey research design using the exploratory
approach was adopted for the study. The
population comprised of undergraduate female
adolescents of ages 17 to 19 years in the University
of Buea, in the South West, Dschang, West region,
Douala, Littoral and Bamenda, North West Regions
of Cameroon. The sample size of the study
consisted of 703 undergraduates female
adolescent age 17-19 using the simple random
sampling technique.
The instruments use for data collection were a
questionnaire and an interview guide. Data from
the questionnaire was analysed using SPSS 23.0,
with the aid of descriptive and inferential
statistical tools while open ended questions were
analysed thematically. The hypotheses of the study
were tested using a non-parametric test
(Spearman’s Rho test) presented at 95% level of
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confidence interval with alpha set at 0.05 levels
accepting 5% margin of error.
FINDINGS AND DISCUSSION
The findings of the study will be presented and
supported by literature and the works of other
researchers. Quantitative data will be presented
first followed by qualitative data.
4.1 Peers influence and female adolescent
students’ self
-esteem in the early years of
university studies in Cameroon state universities
The table below stu
dents’ opinion on peers’
influence and female adolescent students’ self
-
esteem in the early years of university studies in
Cameroon state.
Table 26:
Female Adolescents’ Appraisal of Peer Influences
Items
Stretched
Collapsed
Mean
Std.
Dev
SA
A
D
SD
SA/A
D/SD
I often like working with others to
complete tasks.
454
(64.6%)
177
(25.2%)
55
(7.8%)
17
(2.4%)
631
(89.8%)
72
(10.2%)
3.52
.743
I feel belonged because I share ideas
with my friends.
200
(28.4%)
388
(55.2%)
104
(14.8%)
11
(1.6%)
588
(83.6%)
115
(16.4%)
3.11
.696
I always respect the ideas of others.
239
(34.0%)
332
(47.2%)
120
(17.1%)
12
(1.7%)
571
(81.2%)
132
(18.8%)
3.14
.749
I hate to express appreciation for the
help of others. **
120
(17.1%)
209
(29.7%)
340
(48.4%)
34
(4.8%)
329
(46.8%)
374
(53.2%)
2.41
.825
I believe working together with
friends does not improves my overall
self-image. **
71
(10.1%)
174
(24.8%)
352
(50.1%)
106
(15.1%)
245
(34.9%)
458
(65.1%)
2.70
.845
I never support my peers
academically because there is no
effective communication. **
45
(6.4%)
167
(23.8%)
352
(50.1%)
139
(19.8%)
212
(30.2%)
491
(69.8%)
2.83
.815
MRS and Overall Mean
1172
(27.8%)
1941
(46.0%)
829
(19.7%)
276
(6.5%)
3113
(73.8%)
1105
(26.3%)
2.95
.778
N=703
**Items with coding reversed during calculation of MRS.
In overall, 73.8% of female adolescent students
agreed that peers influence their self-esteem in the
early years of their university studies while 26.3%
of them disagreed and the overall mean of 2.95
below 3.0 on a mean scale of 1-4 implies that peers
influence for a significant proportion of students is
not high. Specifically, the high percentage of
respondents (89.8%) who enjoy working with
others to complete tasks aligns with research on
the benefits of cooperative learning. Johnson and
Johnson (2009) emphasize that cooperative
learning not only enhances academic achievement
but also increases student satisfaction and
engagement. When students work collaboratively,
they can leverage each other's strengths, leading to
improved outcomes and a more enjoyable learning
experience. This preference for teamwork reflects
a broader trend in educational settings, where
collaborative
approaches
are
increasingly
recognized for their effectiveness in promoting
learning.
Also, 83.6% of respondents feel a sense of
belonging when sharing ideas with friends
underscores the importance of social connections
in educational contexts. According to Emmons &
McCullough (2003) the need to belong is a
fundamental human motivation, and social
interactions that involve sharing ideas can
significantly enhance individuals' feelings of
connectedness. When students engage in dialogue
and
exchange
perspectives,
they
foster
relationships that contribute to a supportive
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community, which is essential for emotional well-
being and academic success. The commitment of
81.2% of respondents to respecting the ideas of
others reflects a crucial aspect of effective
collaboration. Respect in group settings fosters a
culture of openness and inclusivity, which is
essential for productive teamwork. According to
Tjosvold (1998), respect among group members
enhances communication, reduces conflict, and
promotes a positive atmosphere for collaboration.
When individuals feel their ideas are respected,
they are more likely to contribute actively and
engage in meaningful discussions.
Moreso, 69.8% (491) of respondents support
peers
academically
due
to
effective
communication. According to Hattie (2009),
effective communication is critical for fostering a
supportive learning environment where students
can exchange ideas and resources. When students
communicate openly, they can clarify concepts,
share knowledge, and provide constructive
feedback, which enhances their academic
performance. Furthermore, Vygotsky (1978)
emphasizes
that
social
interaction
and
communication are essential for cognitive
development, suggesting that collaborative
learning environments where communication is
prioritized can lead to improved academic
outcomes. Furthermore, 65.1% of respondents
believe that group work enhances self-image is
consistent with the literature on teamwork and
self-perception. Research by Dirks & Ferrin (2002)
demonstrates that positive interdependence in
group settings fosters a sense of belonging and
enhances self-esteem among participants. When
individuals work collaboratively toward common
goals, they often experience a boost in self-image
due to the recognition of their contributions and
the support they receive from their peers. Finally,
53.2% of respondents like to express appreciation
when helped by others underscores the
importance of gratitude in fostering positive
relationships. Research by Emmons and
McCullough (2003) shows that expressing
gratitude can enhance interpersonal relationships
and contribute to overall well-being. When
individuals acknowledge and appreciate the
support they receive, it reinforces positive
behaviors and encourages further cooperation.
4.3 Group work and female adolescent students’ self
-esteem in the early years of university
studies in Cameroon state universities.
The table below st
udent’s opinion on group work and female adolescent students’ self
-esteem in the early
years of university studies in Cameroon.
Table 26:
Female Adolescents’ Appraisal of Group Work
Items
Stretched
Collapsed
Mean
Std. Dev
SA
A
D
SD
SA/A
D/SD
I always show consideration for
others during group work.
142
(20.2%)
497
(70.7%)
64
(9.1%)
0
(0.0%)
639
(90.9%)
64
(9.1%)
3.11
.530
I enjoy often collaborating with
others as a group to fine solutions to
a problem.
274
(39.0%)
307
(43.7%)
112
(15.9%)
10
(1.4%)
581
(82.6%)
122
(17.4%)
3.20
.752
I always play fair in any group
activity.
177
(25.2%)
328
(46.7%)
182
(25.9%)
16
(2.3%)
505
(71.8%)
198
(28.2%)
2.95
.774
I hate to participate in group work at
school because it slows my
achievements. **
75
(10.7%)
146
(20.8%)
353
(50.2%)
129
(18.3%)
221
(31.4%)
482
(68.6%)
2.76
.873
I am not good at managing my group
members. **
66
(9.4%)
167
(23.8%)
347
(49.4%)
123
(17.5%)
233
(33.1%)
470
(66.9%)
2.75
.852
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I always hate being the leader in my
group. **
68
(9.7%)
168
(23.9%)
313
(44.5%)
154
(21.9%)
236
(33.6%)
467
(66.4%)
2.79
.895
MRS and Overall Mean
999
(23.7%)
2145
(50.9%)
839
(19.9%)
232
(5.5%)
3144
(73.7%)
1071
(26.3%)
2.92
.779
N=703 **Items with coding reversed during calculation of MRS.
In overall, 74.2% of female adolescent students
like to work in groups while 25.8% of them do not
and the overall mean of 2.92 below 3.0 on a mean
scale of 1-4 implies that group work for a
significant proportion of students is not high.
According to the theory of self-categorization by
Henri Tajfel (1970) individuals perceive and
categorize themselves and others within social
groups, and how these group identities influence
behavior and attitudes. Social identity is the
portion of an individual's self-concept derived
from perceived membership in a relevant social
group. That is when students identify strongly with
their school or educational group, they are more
likely to engage in prosocial behaviour such as
helping, sharing, and cooperating with their peers
(Harter, 2012).
Specifically, 90.9% (639) of respondents always
show consideration for others during group work
while 9.1% (64) do not. Also, 82.6% (581) of
respondents often enjoy collaborating with others
to fine solutions to a problem while 17.4% (122)
do not. To elucidate, 71.8% (505) of respondents
agreed to always play fair in any group activity
while 28.2% (198) do not. In order words, female
adolescent students who do not cooperate are
more likely to lack social identity thus, capable of
causing them not to share, help or cooperate with
others. Cooperation is the act of working together
towards a common goal. Female adolescent
students are more likely to be cooperative and
exercise more personal restraint when using
endangered common resources if the resources
are being shared with ingroup members rather
than with outgroup members (Van Vugt et al.
2000). This implies that for effective cooperation
to foster development of self-esteem, there is need
for resources be made available for effective work
among group members. In addition, the need for
resources, every member in the group must feel
comfortable because female adolescent students
might work harder and more loyal to groups, they
identify as their ingroup (Van Vugt & Hart, 2004).
Similarly, 68.6% (482) of respondents like to
participate in group work at school while 31.4%
(221) hate such because it slows their
achievements. Findings also revealed that 66.9%
(470) of respondents are good at managing group
members while 33.1% (233) are not. Finally,
66.4% (467) of respondents like being a leader in
a group while 33.6% (236) dislike such
responsibility. Cooperation from students has a
significant impact on the self-esteem of female
adolescent students. When family members and
friends engage in cooperative behaviours and
foster a cooperative environment, it positively
influences self-esteem in different ways such as
sense of belonging and support: When students
actively collaborate, communicate, and work
together as a team, it conveys a message of
inclusivity and support which has proven to have
significant and positive effect on development of
self-esteem. Cooperation within students provides
opportunities for female adolescents to develop
and demonstrate their skills and competence.
When students engage in cooperative tasks, such
as problem-solving, decision-making, and sharing
responsibilities, it allows adolescents to contribute
and showcase their abilities which contribute to
development of their self-esteem (Padilla-Walker
& Bean, 2009).
Female Adolescent Students’ Response Opinion
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Table 29:
Respondents’ Opinion if Cooperation Boast their Self
-Esteem.
Cooperation
boast self-
esteem
Reasons
Themes
Quotations
Yes
Building
confidence
“Yes, it does because each time I cooperate, I always feel confident sometimes
especially when the outcome is good.”
“Bold and confident.”
“The feeling of I can also do it like others or I am also important and have something
to contribute makes me feel confident thus positive self-esteem.”
‘Yes, bold and confident during presentation.”
Learning from
others
“Yes, it does because I cooperated with people of different levels of intelligence and
learn from them.”
“Yes, it does because I learn from others.”
‘Yes, it does because I learn from others.”
Feel valued
“I feel like a leader especially if I have the leading role.”
“Cooperation allows me to leverage my knowledge and abilities to help solve
problems, which makes me feel useful and valuable to those I'm working with.”
Satisfied
“Yes, it provides a sense of satisfaction and purpose.”
“When I cooperate with others, I feel a sense of satisfaction.”
Build self-
efficacy
“Cooperation can certainly support my self-efficacy and purpose when I cooperate
it increases my self-esteem”
Good
“It feels good especially when I have a lot to contributes and I am dealing with smart
people.”
Self-acceptance
“Yes, it does increase my self-esteem because I always contribute and feel accepted
by the group.”
Feel
accomplished
“Not really because it is just part of the school activity, but it may provide a sense of
accomplishment and effectiveness.”
Feel belong
“cooperating with others makes me belonged and accepted by the group.”
No
Like working
alone
“It doesn’t that’s why I prefer to do all myself.”
Feel shy
“I feel shy sometimes if I must cooperate with bigger people or more advanced in
knowledge because I feel like I have little or nothing to offer.”
The qualitative findings from the interviews
indicate a prevalent belief among female
adolescents
that
cooperation
significantly
enhances their self-esteem. The overwhelming
majority of
respondents expressed that
collaborative experiences foster self-confidence,
with one participant stating, “Yes, it does because
each time I cooperate, I always feel confident
especially when the outcome
is good.” This
sentiment aligns with existing literature that
highlights the positive effects of cooperative
learning on self-esteem. Research by Johnson and
Johnson (2009) supports the notion that
cooperative learning environments enhance self-
confidence. Their work illustrates that when
students collaborate, they not only achieve better
academic results but also develop stronger
interpersonal skills and a heightened sense of self-
worth. The shared success in cooperative tasks
reinforces individual contributions, thereby
fostering a sense of competence. Moreover, many
respondents noted that cooperation allowed them
to learn from peers with varying levels of
intelligence. Participants expressed sentiments
like, “Yes, it does because I cooperated with people
of different levels of intelligence and learn from
them.” This idea resonates with Vygotsky's (1978)
sociocultural theory, which emphasizes the role of
social interaction in cognitive development. By
engaging with diverse peers, students can enhance
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their learning and self-perception, leading to
improved self-esteem through exposure to
different perspectives and problem-solving
approaches.
The theme of feeling valued emerged strongly,
with respondents stating, “Cooperation allows me
to leverage my knowledge and abilities to help
solve problems, which makes me feel useful and
valuable.” This aligns with Baumeister and Leary’s
(1995) theory of belongingness, which posits that
feeling valued and accepted within a group is
fundamental
to
psychological
well-being.
Cooperation fosters a sense of belonging,
reinforcing self-esteem as individuals feel their
contributions are important and appreciated.
Additionally, the sense of satisfaction derived from
cooperation was highlighted, with participants
noting, “When I
cooperate with others, I feel a
sense of satisfaction.” This finding is in line with
Ryan and Deci’s (2000) Self
-Determination
Theory, which suggests that satisfying the basic
psychological needs for competence, autonomy,
and relatedness enhances self-esteem and overall
well-being. Cooperation often fulfills these needs
by providing opportunities for individuals to
contribute meaningfully while also experiencing
support from peers. However, it is essential to note
that a minority of respondents indicated that
cooperation did not boost their self-esteem due to
shyness or a preference for solitary work.
Statements such as “I feel shy sometimes if I must
cooperate with bigger people or more advanced in
knowledge because I feel like I have little or
nothing to o
ffer” highlight the barriers some
individuals face. This aligns with findings from
Schunk (1991), who noted that self-efficacy beliefs
can be negatively impacted by comparison with
more skilled peers, potentially leading to feelings
of inadequacy.
Table 30:
Respondents’ Opinion How They Cooperate with Others in School
Themes
Quotations
Group work
“I take part in group works.”
‘I cooperate in doing group task with my friends and families.”
“Group activities.”
“By doing group task and attending tutorial classes and also contributing.”
‘Group works and meetings with others.”
“Group works and meetings with others.”
“I work with my friends and families and other groups in my areas.”
“I work together on group projects.”
Resolving
conflicts
“Provide advice on how to resolve conflicts and maintain a positive learning environment with
others.”
Attending tutorial
“I attend tutorials.”
Providing
information
“I provide information about different learning styles and methods, which can help teachers develop
strategies for promoting cooperation and collaboration in the classroom.”
Attending parties
I attend parties with friends and teachers”
Furthermore, interview discussion with few
respondents on how they cooperate with others in
school, many of them said they cooperate via group
work as depicted in the statements ‘I cooperate in
doing group task with my friends and families.”,
“Group activities.”, “By doing group task and
attending tutorial classes and also contributing.”
Furthermore, some said they cooperate in
resolving conflicts, during tutorials, during parties
and providing information as depicted in some
statement “I provide information abou
t different
learning styles and methods, which can help
teachers develop strategies for promoting
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cooperation and collaboration in the classroom.”,
“Provide advice on how to resolve conflicts and
maintain a positive learning environment with
others” reflec
t a proactive approach to fostering a
positive learning environment. This aligns with the
findings of De Dreu and Weingart (2003), who
emphasize that effective conflict resolution within
groups can lead to enhanced cooperation and
improved group dynamics. Their research
suggests that when students are equipped with
conflict resolution strategies, they are more likely
to engage in constructive collaboration, which can
further support their academic and personal
development. Moreover, the ability to provide
advice on conflict resolution indicates that these
students are not only passive participants in
cooperative activities but are also taking initiative
to enhance their learning environments (Pruitt, &
Rubin, 2004). This active engagement can bolster
their self-esteem as they recognize their
contributions as valuable to the group’s success.
Table 31:
Respondents’ Opinion on Existence of Reciprocal Relationship during Cooperation
Existence of
reciprocal
relationship
during
cooperation
How
Themes
Quotations
Yes
Working for a
common goal
“Cooperation often involves a reciprocal relationship between the parties
involved. When people cooperate, they are working together towards a
common goal, which means they are both contributing and benefiting from the
relationship. This can include exchanging ideas, sharing resources, and
offering support to one another”
‘Yes of course because it is not a one-man show. It involves others so they
should be reciprocated actions.”
Gaining mutual
benefits
“Yes, there is because you do not work alone and there must be reciprocated
feelings.”
“Cooperation is a reciprocal relationship because both parties are giving and
receiving support, and both are benefiting from the relationship.”
“I think there is because cooperation is working with others so it must be
mutual.”
Sharing ideas
“We share ideas and contribute.”
Respecting each
other
“Yes, because we work as a team and must respect each other’s.”
Building trust and
mutual respect
“This reciprocal nature of cooperation is important because it helps to build
trust and mutual respect, which can lead to more effective collaboration and
stronger relationships.”
Furthermore, the respondents' emphasis on
mutual benefits resonates with the principles of
social exchange theory, which suggests that
relationships are based on the perceived costs and
benefits of interaction (Blau, 1964). As articulated
by one respondent, “Cooperation often involves a
reciprocal relationship between the parties
involved. When people cooperate, they are
working together towards a common goal, which
means they are both contributing and benefiting
from the relationship. This can include exchanging
ideas, sharing resources, and offering support to
one another.” This perspective indicates that
participants are aware of the value of their
contributions and the support they receive,
reinforcing the idea that cooperation enhances
their collective and individual outcomes.
Furthermore, reciprocal relationship was also
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reported due to the fact of mutual benefits from all
participants as narrated “Cooperation is a
reciprocal relationship because both parties are
giving and receiving support, and both are
benefiting from the relationship.” Research by
Dillenbourg (1999) supports the importance of
reciprocal interactions in collaborative learning
environments. Dillenbourg argues that effective
cooperation involves not only sharing tasks but
also engaging in dialogue and reflection, which can
deepen understanding and foster a sense of
community among participants. This reciprocal
engagement can lead to higher levels of
satisfaction and greater self-esteem, as individuals
feel valued in their contributions to the group.
Finally, the emotional and social benefits derived
from reciprocal relationships in cooperative
settings cannot be overlooked. As noted by
Schutte, Malouff, Simunek, McKenley, & Hollander
(2001), the need to belong and feel valued is a
fundamental human motivation. When individuals
engage in reciprocal cooperation, they not only
achieve academic goals but also fulfill emotional
needs for connection and support. This dual
benefit reinforces the idea that cooperation is vital
for both personal and academic development.
Finally, sharing of ideas, respecting each other and
building trust and mutual respect were other
reasons advanced for the existence of reciprocal
relationship during cooperation as depicted in the
statement “This reciprocal nature of cooperation is
important because it helps to build trust and
mutual respect, which can lead to more effective
collaboration and stronger relationships.”, “Yes,
because we work as a team and must respect each
other’s.” Building trust and mutual respect is
foundational for effective cooperation. According
to Mayer, Davis, and Schoorman (1995), trust is a
critical factor in collaborative relationships,
influencing the willingness of individuals to engage
openly and share ideas. In cooperative settings,
when participants acknowledge and respect each
other's contributions, they create a safe
environment conducive to sharing knowledge and
experiences. Research by Costa and Anderson
(2011)
further
supports
this
notion,
demonstrating that trust among group members
enhances communication, reduces conflict, and
promotes collaborative behaviors. Their study
found that teams characterized by high levels of
trust are more likely to engage in constructive
dialogues and support one another, ultimately
leading to better outcomes. This highlights how the
development of trust and respect within
cooperative groups can significantly enhance the
efficacy of their collaborative efforts.
Table 32: Respondents’ Opinion How they Handel Conflict during Cooperation
Themes
Quotations
Building
communication
skills
“Provide information about different communication styles and how to handle.”
“Communication is the key, trying to understand each other.”
‘I can also offer a safe space for people to express their feelings and explore different ways to
resolve conflicts.”
“I communicate with others and express myself with the aim of making peace and not fight and
sometimes I let go of some careless problem which can destroy the group.”
Listening and
compromising
“I suggest strategies for resolving conflicts, like active listening and compromise”
Acting objectively
“I avoid trouble as much as possible because I hate problems. So, when there’s conflict I think
and act objectively.”
Create room for
apologies
“I do not take shots from anyone if you are wrong, you do the right thing and I always apologize
and make peace.”
Respecting group
policies
“I make sure I follow the rules and regulations and avoid conflict as much as I can.”
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The findings from the interviews reveal that while
cooperation among female adolescents in state
universities in Cameroon is characterized by
mutual support and respect, conflicts inevitably
arise. Respondents emphasized that effective
conflict resolution strategies are essential to
ensure smooth cooperation, particularly through
the enhancement of communication skills.
Statements such as, “Provide information about
different communication styles and how to
handle,” and “Communication is the key, trying to
unde
rstand each other,” highlight the importance
of communication in navigating conflicts. Effective
communication is widely recognized as a critical
component of conflict resolution. According to
Fisher and Ury (2011), clear communication helps
to identify the underlying interests of all parties
involved in a conflict, facilitating a more
constructive dialogue. By focusing on building
communication skills, respondents acknowledged
that open discussions can help to clarify
misunderstandings
and
promote
mutual
understanding. This aligns with the assertion that
“I can also offer a safe space for people to express
their feelings and explore different ways to resolve
conflicts,” emphasizing the necessity of a
supportive
environment
for
effective
communication. Research by Jehn (1995) further
supports the idea that communication plays a vital
role in managing conflicts within groups. Jehn's
study indicates that groups that engage in open
communication are better equipped to address
conflicts constructively, leading to improved group
dynamics and performance. This reinforces the
notion that focusing on communication skills not
only aids in conflict resolution but also enhances
overall cooperation among group members.
Another strategy reported is adopting good
listening skills and compromising. The strategy of
active listening is crucial in conflict resolution, as it
encourages understanding and empathy among
group members. According to Brownell (2012),
active listening involves fully concentrating,
understanding, responding, and remembering
what is being said. By employing active listening,
individuals can validate each other's feelings and
perspectives, which is essential for resolving
misunderstandings and conflicts. One respondent
noted, “I suggest strategies for resol
ving conflicts,
like active listening and compromise,” highlighting
the recognition of these techniques as vital to
effective
collaboration.
Respondents
also
discussed the importance of acting objectively
during conflicts. One participant stated, “I avoid
trouble as much as possible because I hate
problems. So, when there’s conflict I think and act
objectively.” This approach aligns with the findings
of Van de Vliert (1997), who suggests that
objective thinking can help individuals detach
from emotional reactions and focus on facts and
common goals. By maintaining an objective
perspective, group members can evaluate
situations more clearly and make decisions that
are in the best interest of the group. The
willingness to apologize and create an
environment for reconciliation is vital in conflict
resolution. According to Schmitt et al. (2017),
apologies can facilitate forgiveness and restore
trust among group members. When one member
acknowledges their mistakes and expresses
remorse, it opens the door for healing and moving
forward. The statement, “I do not take shots from
anyone if you are wrong, you do the right thing and
I always apologize and make peace,” illustrates the
importance of accountability and humility in
fostering a cooperative atmosphere.
Table 33: Respondents’ Opinion if Cooperation Cultivate a Sense of Recognition and Validation
Themes
Quotations
Brings recognition
“Yes, it does because other members notice and appreciate your work.”
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“It does bring recognition, but depending on the context and people you are working with.”
“When you cooperate, your efforts are always appreciated.”
“Yes, when people recognize and accept my ideas or point of view.”
“This recognition can take many forms, from verbal praise and appreciation to tangible rewards,
like bonuses or promotions.”
Develop sense of
accomplishment
and pride
“Yes, cooperation can definitely cultivate a sense of recognition among the participants. When
people cooperate, they are often working together towards a common goal, and this shared effort
can lead to a sense of accomplishment and pride.”
“Cooperation can cultivate a sense of recognition because it allows people to contribute their skills
and knowledge towards a shared goal, which can lead to feelings of accomplishment and value.”
Building trust
“It can also come in the form of increased trust and respect from colleagues, which can strengthen
relationships and improve teamwork.”
Finally, asking the respondents if cooperation
cultivate a sense of recognition and validation,
many of them said it brings recognition as depicted
in the statement, “Yes, when people recognize and
accept my ideas or point of view,” highlighting the
importance of acknowledgment in collaborative
settings.
Recognition
within
cooperative
environments is essential for fostering motivation
and enhancing self-worth. According to Deci and
Ryan (2000), recognition acts as a form of positive
reinforcement that can enhance intrinsic
motivation and encourage continued participation
in collaborative activities. When individuals feel
that their ideas and contributions are valued, it
reinforces their sense of belonging and importance
within the group. One respondent articulated this
sentiment by stating that recognition can come in
various forms, from verbal praise to tangible
rewards, which aligns with the findings of
Eisenberger and Cameron (1996) that suggest
external rewards can enhance intrinsic motivation
when used appropriately.
The respondents also expressed that cooperation
leads to a shared sense of accomplishment and
pride. As one participant noted, “When people
cooperate, they are often working together
towards a common goal, and this shared effort can
lead to a sens
e of accomplishment and pride.” This
reflects the concept of collective efficacy, which
Bandura (1997) describes as the shared belief in
the group’s ability to achieve goals. When
individuals work together successfully, their
collective achievements bolster their confidence
and foster a strong sense of pride in their
collaborative efforts. Furthermore, research by
Salas et al. (2015) emphasizes that teamwork and
collaboration can lead to improved performance
outcomes, which in turn enhance group members'
feelings of accomplishment. The authors highlight
that successful collaboration not only contributes
to task completion but also strengthens
interpersonal bonds among team members,
leading to a positive feedback loop of recognition
and motivation. Lastly, the aspect of trust building
was highlighted by respondents, with one stating,
“It can also come in the form of increased trust and
respect from colleagues.” Trust is a fundamental
component
of
effective
teamwork
and
collaboration. Research by Costa and Anderson
(2011) indicates that trust among team members
significantly enhances group dynamics and
performance. When individuals cooperate and
recognize each other’s contributions, it fosters an
atmosphere of mutual respect and trust, which is
essential for maintaining healthy relationships in
collaborative environments.
Verification of Hypothesis: There is no significant
relationship between female adolescent students’
cooperation and female adolescent students’ self
-
esteem in state universities in Cameroon.
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Table 5: Relationship between Cooperation and Self-Esteem Development of Female Adolescent
Students
Cooperation
Self-esteem development of female adolescent
students
Spearman's rho
R-value
1
.466
**
p
-value
.
.000
n
703
**. Correlation is significant at the 0.01 level (2-tailed).
The hypothetical statistics showed that there is a
significant and positive relationship between
cooperation and self-esteem development of
female adolescent students (R-value 0.466**, p-
value 0.000 < 0.05). The positive sign of the
correlation value denotes that self-esteem of the
female adolescent students increases with
increase in their ability to cooperate with others
and decreases with decrease in their ability to
cooperate with others. Thus, the null hypothesis
was rejected while the alternative hypothesis that
states there is a significant relationship between
female adolescent students’ cooperation and self
-
esteem of female adolescents’ students in state
universities in Cameroon was accepted. This
finding also tied with that of Slavin et al. (2014)
and in a meta-analysis by Wang et al. (2017) which
examined the effect of cooperative learning on self-
esteem among adolescent students across multiple
studies, the results showed that cooperative
learning had a significant positive effect on self-
esteem among adolescent students, with an
average effect size of 0.40. The authors suggest that
cooperative learning can enhance self-esteem by
providing opportunities for students to work
collaboratively, build positive relationships with
peers, and receive positive feedback and
recognition for their contributions. According to
Maslow theory of need (1962), it states that
humans are motivated to fulfill their needs in a
hierarchical order. This order begins with the most
basic needs before moving on to more advanced
needs. The ultimate goal according to this theory is
to reach the fifth level of the hierarchy which self-
actualization. However, to reach this level, there is
need for belongingness / social.
CONCLUSION
The findings of this study indicate a significant and
positive relationship between cooperation and
self-esteem
development
among
female
adolescents in state universities in Cameroon. The
statistical analysis revealed that as the ability to
cooperate with peers increases, so does the self-
esteem of these students. This correlation suggests
that engaging in cooperative activities not only
enhances academic performance but also
contributes to a greater sense of self-worth and
validation
among
female
adolescents.
Furthermore, the importance of social interactions
in fostering self-esteem cannot be overstated.
Collaborative environments allow students to
share ideas, respect each other's contributions,
and develop a sense of belonging within their
academic communities. Such interactions are vital
for emotional growth, as they help individuals feel
valued and appreciated, which is essential for
building self-esteem. These dynamics reinforce the
notion that cooperation serves as a key factor in
the personal development of female students. In
light of these findings, it is crucial for educators
and policymakers to promote cooperative learning
strategies within academic settings. By creating
opportunities for female adolescents to engage in
collaborative tasks, institutions can significantly
enhance their self-esteem and overall well-being.
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This approach not only supports academic success
but also fosters essential life skills and emotional
resilience, contributing to the holistic development
of female adolescents in Cameroon (Johnson &
Johnson, 2009).
Based on the findings of this study, it is
recommended that educational institutions in
Cameroon actively promote and implement
cooperative learning strategies within their
curricula.
Given
the
significant
positive
relationship between cooperation and the self-
esteem development of female adolescent
students, fostering collaborative environments can
greatly enhance both academic performance and
personal growth. Institutions should design group
activities that encourage peer interaction, idea
sharing, and mutual support. Training programs
for educators on the principles of cooperative
learning can also be beneficial, equipping them
with the tools to facilitate collaboration effectively.
Additionally, creating a culture that values
teamwork and recognizes individual contributions
will further enhance students' sense of belonging
and self-worth. Finally, ongoing assessment and
feedback mechanisms should be established to
monitor the impact of these cooperative initiatives
on self-esteem and overall student well-being. By
prioritizing cooperation in educational practices,
universities can contribute significantly to the
holistic development of female adolescents,
preparing them for both academic success and
positive social interactions in their future
endeavors.
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