Supporting healthy development in adolescence: Technology-supported cooperative learning can reduce stress and increase sleep quality

Abstract

Peer relationships are a significant source of stress for adolescents that can negatively impact sleep quality. Cooperative learning can reduce adolescent stress by enhancing positive social interactions in school, which may improve adolescent sleep quality. This study evaluated (a) the effects of technology-assisted cooperative learning (i.e., PeerLearning.net) on adolescents' sleep quality, sleep duration, and sleep onset latency; (b) whether these effects were mediated by reductions in stress; and (c) whether effects were moderated by race and ethnicity, sex, grade level, and dosage. We conducted a cluster randomized trial with 12 middle and high schools in the Pacific Northwest (n = 6 intervention, n = 6 control) and collected two waves of data from a sample of 813 students (50.2% female, 70.7% White, US Grades 6–9, ages 12–16 years). Results indicated significantly reduced stress (R² = 0.80) and increased perceived sleep quality (R² = 0.47) among adolescents after implementing technology-assisted cooperative learning, including a significant effect for dosage, but no effects on sleep duration or sleep onset latency. Effects on perceived sleep quality were mediated by effects on stress. No moderation by sex, grade, or race/ethnicity was found. Our findings (and those from previous research) suggested that technology-assisted cooperative learning is a promising universal school-based prevention program that can impact a wide range of student (and teacher) outcomes.