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This research examined relations between small-group learning experiences and various academic and social outcomes. Observational measures of the frequency and quality of cooperative learning activities in 18 fourth- through sixth-grade classrooms from 4 schools in 2 districts were related to questionnaire measures of students' attitudes toward school; perceptions of classroom climate; intrinsic motivation; and social attitudes, skills, and values; and to performance on a measure of reading comprehension and a standardized achievement test. The findings indicated that the effects of cooperative learning on students depend on the quality of group interaction. Frequent "high-quality" group experiences-in which group members were friendly, helped one another, showed concern for one another's welfare, and worked collaboratively-were associated with a more positive classroom environment, increased liking for …