This study was designed to examine female adolescents’ cooperation and its influence on their self-esteem development in state universities in Cameroon. The study was guided by two objectives which examine how peer influence and group work influence female adolescent students’ self-esteem in the early years of university studies in Cameroon state universities. 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 confidence interval with alpha set at 0.05 levels accepting 5% margin of error. Findings reviled that majority 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 and 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. Hypothetically, 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. Therefore, it was generally 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.

Female Adolescents, Cooperation, Peers Influence

Alesi, M. (2012). The role of the media in body image concerns among women: A meta-analysis of experimental and correlational studies. Psychological Bulletin, 134(3), 460-476.

Azzopardi PS, Hearps SJC, Francis KL, et al. (2019) Progress in adolescent health and wellbeing.

Bailey, K. D. (2006). Methods of social research. Free Press.

Bandura, A. (1997). Self-Efficacy: The Exercise of Control. W.H. Freeman.

Barbara J. (2002). Media and Children's Aggression, Fear, and Altruism". Children and Electronic Media.and Contemporary Problems, 12, 1-15.

Baumeister, R. F., & Leary, M. R. (1995). The Need to Belong: Desire for Interpersonal Attachments as a Fundamental Human Motivation. Psychological Bulletin, 117(3), 497-529.

Billig, S. H. (2000). Experiential education and the role of the teacher. In C. J. H. H. M. C. T. E. M. D. (Eds.), Experiential learning: A best practice handbook for educators and trainers (pp. 47-55). Kogan Page.

Blau, P. M. (1964). Exchange and Power in Social Life. Wiley.

Brechwald, W. A., & Prinstein, M. J. (2011). Beyond peer influence: A review of the developmental literature on peer engagement and socialization. Developmental Review, 31(3), 307-347. https://doi.org/10.1016/j.dr.2011.07.003

Brownell, J. (2012). Listening: Attitudes, Principles, and Skills. Pearson Higher Ed.

Bulanda, J. R., & Majumdar, D. (2009). Parenting and adolescent self-esteem: The role of gender and family structure. Journal of Youth and Adolescence, 38(6), 797-807. https://doi.org/10.1007/s10964-008-9275-3

Clay, D. L., McCarthy, A., & O'Brien, S. (2005). The impact of emotional intelligence on academic success. Journal of Education and Learning, 41(2), 85-98. https://doi.org/10.5539/jel.v4n2p85

Costa, A. C., & Anderson, N. R. (2011). Measuring Trust in Teams: Development and Validation of a Trust Scale for Teams. Journal of Occupational and Organizational Psychology, 84(2), 321-347.

Cropanzano, R., & Byrne, Z. S. (2000). The role of affect in the workplace. In N. M. Ashkanasy, C. E. J. Härtel, & W. J. Zerbe (Eds.), Emotions in the workplace: Research, theory, and practice (pp. 9-43). Information Age Publishing.

De Dreu, C. K. W., & Weingart, L. R. (2003). Task Versus Relationship Conflict, Team Performance, and Team Member Satisfaction: A Meta-Analysis. Journal of Applied Psychology, 88(4), 741-749.

Deardorff, D. K. (2006). Assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266. https://doi.org/10.1177/1028315306284530

Deci, E. L., & Ryan, R. M. (2000). The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227-268.

Dillenbourg, P. (1999). Collaborative Learning: Cognitive and Computational Approaches. In P. Dillenbourg (Ed.), Collaborative Learning: Cognitive and Computational Approaches (pp. 1-19). Elsevier.

Dirks, K. T., & Ferrin, D. L. (2002). Trust in Leadership: Meta-Analytic Findings and Implications for Research and Practice. Journal of Applied Psychology, 87(4), 611-628.

Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2006). Prosocial development. In W. Damon & R. M. Lerner

Eisenberger, R., & Cameron, J. (1996). Diminished Intrinsic Interest in Activity Following Unexpected Reward: A Confounding Effect of Reward Context. Journal of Personality and Social Psychology, 70(3), 489-500.

Emmons, R. A., & McCullough, M. E. (2003). Counting Blessings Versus Burdens: An Experimental Investigation of Gratitude and Subjective Well-Being in Daily Life. Journal of Personality and Social Psychology, 84(2), 377-389.

Feldman, D. C. (2012). Careers and career management. In S. Zedeck (Ed.), APA handbook of industrial and organizational psychology (Vol. 1, pp. 329-362). American Psychological Association.

Fisher, R., & Ury, W. (2011). Getting to Yes: Negotiating Agreement Without Giving In. Penguin Books.

Ginsburg-Block, M. D., Rohrbeck, C. A., & Fantuzzo, J. W. (2006). A meta-analytic review of the effectiveness of peer-mediated interventions in school settings. School Psychology Quarterly, 21(1), 1-16. https://doi.org/10.1037/h0088268

Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ.

Harker, L. (2012). Social support and adolescent development. Journal of Adolescence, 35(3), 657-668. https://doi.org/10.1016/j.adolescence.2011.10.003

Hattie, J. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Routledge.

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychologist, 39(1), 15-24. https://doi.org/10.1207/s15326985ep3901_3

Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28-54. https://doi.org/10.1002/sce.20025

Howe, K. R., & Abedin, M. (2013). The role of the researcher in qualitative research: A phenomenological approach. Educational Researcher, 42(4), 215-223. https://doi.org/10.3102/0013189X13487122

Jehn, K. A. (1995). A Multidimensional Theory of Conflict in Work Groups. In C. K. W. De Dreu & E. van de Vliert (Eds.), Using Conflict in Organizations (pp. 3-15). Sage.

Jenkins, J. R., Fuchs, L. S., & Fuchs, D. (2003). The role of special education in the prevention of academic failure. Learning Disabilities Research & Practice, 18(1), 27-35. https://doi.org/10.1111/1540-5826.00053

Johnson, D. W., & Johnson, R. T. (2009). An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning. Educational Psychologist, 44(2), 100-110.

Johnson, D. W., & Johnson, R. T. (2013). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal of Excellence in College Teaching, 25(3), 3-26.

Johnson, D. W., & Johnson, R. T. (2014). Cooperative Learning in 21st Century. Anales de Psicología, 30(3), 841-851.

Keramati, M.R. (2012) The Relation between Teachers’ Per-ception of School Atmosphere and Their Occupational Stress

Kruk, M. (2004). The impact of aging on health care: The case for health promotion. Health Promotion International, 19(3), 251-258. https://doi.org/10.1093/heapro/dah207

Laible, D. J., & Song, S. (2000). The role of attachment in the development of social competence. Child Development, 71(5), 1200-1214. https://doi.org/10.1111/1467-8624.00232

Laible, D. J., & Thompson, R. A. (2004). Attachment and emotional understanding in preschool children. Developmental Psychology, 40(5), 811-820. https://doi.org/10.1037/0012-1649.40.5.811

Maria, A. (2020). The impact of social media on youth mental health. Journal of Adolescent Health, 67(5), 651-655. https://doi.org/10.1016/j.jadohealth.2020.05.005

Marsh, H. W., & Craven, R. G. (2006). Academic Self-Concept: Beyond the Dark Side of Self-Esteem. In M. H. Kernis (Ed.), Self-Esteem Issues and Answers: A Sourcebook of Current Perspectives. Psychology Press.

Marsh, H. W., & O'Mara, A. (2008). The impact of school climate on student engagement and achievement. Journal of Educational Psychology, 100(3), 641-653. https://doi.org/10.1037/0022-0663.100.3.641

Maslow, A. H. (1962). Toward a psychology of being. D. Van Nostrand Company.

Mayer, R. C., Davis, J. H., & Schoorman, F. D. (1995). An integrative model of organizational trust. Academy of Management Review, 20(3), 709-734. https://doi.org/10.5465/amr.1995.9508080335

McCullough, M. E., et al. (2020). Mentoring and Self-Esteem in Young Women: A Longitudinal Study. Journal of Youth and Adolescence, 49(5), 1047-1060.

Mikolajczak, M., Luminet, O., Leroy, C., & Roy, E. (2007). Psychometric evaluation of the Trait Emotional Intelligence Questionnaire: Factor structure, reliability, and validity. Journal of Personality Assessment, 89(3), 249-259. https://doi.org/10.1080/00223890701468581

Newman, T. P., Bender, K., & Mowery, K. (2007). The role of social support in the development of adolescent self-esteem. Adolescent & Family Health, 4(2), 95-101.

Nyangweso, P. (2018). Gender Roles and Self-Esteem Among Adolescents in Cameroon. Journal of Gender Studies, 27(3), 267-280.

Osterman, K. F. (2000). Students' need for belonging in the school community. Review of Educational Research, 70(3), 323-367. https://doi.org/10.3102/00346543070003323

Padilla-Walker, L. M., & Bean, R. A. (2009). The role of parental support in promoting adolescent well-being. Journal of Family Psychology, 23(4), 575-584. https://doi.org/10.1037/a0016167

Pruitt, D. G., & Rubin, J. Z. (2004). Negotiation in Social Conflict. McGraw-Hill.

Resta, P., & Laferrière, T. (2007). Digital equity and the role of technology in education. Educational Technology & Society, 10(2), 1-10.

Rose, A. J., & Rudolph, K. D. (2006). A review of sex differences in interpersonal conflict and aggression: A developmental perspective. Psychological Bulletin, 132(1), 75-106. https://doi.org/10.1037/0033-2909.132.1.75

Rosenberg, M. (2011). Self-esteem issues and answers: A sourcebook of current perspectives. Taylor & Francis.

Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents' achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychology in the Schools, 45(7), 708-724. https://doi.org/10.1002/pits.20334

Ryan, R. M., & Deci, E. L. (2000). Self-Determination Theory and the Facilitation of Intrinsic Motivation, Social Development, and Well-Being. American Psychologist, 55(1), 68-78.

Salas, E., Cooke, N. J., & Rosen, M. A. (2015). On Teams, Teamwork, and Team Performance: Discoveries and Developments. Human Factors, 57(3), 1-13.

Schmitt, M., et al. (2017). Apologies and Forgiveness: A Meta-Analysis. Journal of Personality and Social Psychology, 113(1), 58-75.

Schunk, D. H. (1991). Self-efficacy and Academic Motivation. Educational Psychologist, 26(3-4), 207-231.

Schutte, N. S., Malouff, J. M., Simunek, M., McKenley, J., & Hollander, S. (2001). Emotional Intelligence and Interpersonal Relations. The Journal of Social Psychology, 141(4), 523-536.

Simsek, H. (2013). The relationship between emotional intelligence and leadership styles: A study on managers. International Journal of Business and Social Science, 4(5), 186-194.

Slavin, R. E. (2014). Educational psychology: Theory and practice. Pearson.

Smith, S. W., & Hamon, R. R. (2012). Exploring family theories. Oxford University Press.

Spencer, K. (2010). The role of peer relationships in adolescent development. Journal of Adolescence, 33(2), 161-173. https://doi.org/10.1016/j.adolescence.2009.06.003

Swanson, D. P., Edwards, L. M., & Spencer, K. (2010). The impact of social support on adolescent development. Journal of Youth and Adolescence, 39(8), 1049-1062. https://doi.org/10.1007/s10964-010-9494-4

Tajfel, H. (1970). The theory of self-categorization. In Tanhaye reshvanloo F, Keramati R, Saadati A. Selfesteem among female adolescences.

Tchombe, T. M., & Lo-oh, E. (2012). The role of emotional intelligence in academic success: A study of university students. International Journal of Humanities and Social Science, 2(14), 198-203.

Thomas, K. W. (2000). Intrinsic motivation at work: Building energy and commitment. Berrett-Koehler Publishers.

Tjosvold, D. (1998). Cooperative and Competitive Goal Approaches to Conflict: Theory and Practice. In C. K. W. De Dreu & E. van de Vliert (Eds.), Using Conflict in Organizations (pp. 125-145). Sage.

Topping, K. J. (2005). Trends in peer-assisted learning. Educational Psychology, 25(6), 631-645. https://doi.org/10.1080/01443410500345172

Turner, J. C., Tharp, R. G., & Meyer, F. (2010). The role of social identity in the development of social skills. Journal of Educational Psychology, 102(2), 361-375. https://doi.org/10.1037/a0018900

Van de Vliert, E. (1997). Dynamic Conflict Management: The Theory and Practice of Conflict Resolution in Organizations. Psychology Press.

Van Vugt, M., & Hart, C. M. (2004). Social identification and social influence in groups: The importance of group norms. European Journal of Social Psychology, 34(3), 249-263. https://doi.org/10.1002/ejsp.195

Van Vugt, M., Meertens, R. M., & Pruyn, A. (2000). From in-group favoritism to out-group discrimination: A social identity perspective. Group Processes & Intergroup Relations, 3(3), 305-317. https://doi.org/10.1177/1368430200033005

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Wang, M. T., Degol, J. L., & Eccles, J. S. (2017). Trajectories of school engagement from middle to high school: The role of parental involvement. Journal of Youth and Adolescence, 46(4), 746-763. https://doi.org/10.1007/s10964-016-0574-2

Webb, N. M., & Mastergeorge, A. (2003). Promoting collaborative dialogue in the classroom: A study of the impact of peer collaboration. Journal of Educational Psychology, 95(1), 121-129. https://doi.org/10.1037/0022-0663.95.1.121

Weber, M., Ruch, W., & Koller, O. (2004). The role of character strengths in the prediction of life satisfaction. Journal of Happiness Studies, 5(2), 171-193. https://doi.org/10.1023/B:JHES.0000040980.58657.4b