The relationship of students' cognitive style and stress in collaboration and cooperative learning.

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The purpose of this study, based on Social-self preservation theory, is to examine the effect of social evaluation threat in learners performance on the mental task, using the salivary alpha-amylase activity (sAA). The results of our experiments clearly showed that the learners psychobiological responses (subjective stress level and sAA alteration) shared certain similarities in that both of them increased statistical significantly only under the social evaluation threat conditions, and it is more serious threat for the learners to become a nuisance to his/her partner at co-operational competition condition than becoming a loser at individual competition. Though stressful situations at learning may produce also positive educational results, at least, these results suggested that contexts need to be managed carefully and effectively by a professional administrator when designing learning environment for children.