Impact of positive interdependence and academic group contingencies on achievement

Journal of Social Psychology

Volumn 128, Issue 3, 1988, Pages 345-352

  Mesch, Debra ^a   Johnson, David W ^a   Johnson, Roger ^b  

^a SIMMONS COLLEGE   (United States)

^b UNIVERSITY OF MINNESOTA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 30644470894     PISSN: 00224545     EISSN: 19401183     Source Type: Journal    
DOI: 10.1080/00224545.1988.9713751     Document Type: Article

References (7)

1. Deutsch, M. 1962. “Cooperation and trust: Some theoretical notes”. In Nebraska symposium on motivation, Edited by: Jones, M. R. 275–319. Lincoln, NE: University of Nebraska Press.
2. Hays, L. 1976. The use of group contingencies for behavioral control: A review. Psychological Bulletin, 83: 628–648.
3. Hill, G. 1982. Group versus individual performance: Are N + 1. heads better than one?. Psychological Bulletin, 91: 517–539.
4. Johnson, D. W. and Johnson, R. T. 1983. “The socialization and achievement crisis: Are cooperative learning experiences the solution?”. In Applied social psychology annual, Edited by: Bickman, L. Vol. 4, 119–164. Berkeley, CA: Sage.
5. Johnson, D. W. and Johnson, R. T. 1986. Learning together and alone: Cooperative, competitive, and individualistic learning, 2nd ed., Englewood Cliffs, NJ: Prentice-Hall.
6. Johnson, D. W., Maruyama, G., Johnson, R., Nelson, D. and Skon, L. 1981. The effects of cooperative, competitive, and individualistic goal structures on achievement: A meta-analysis. Psychological Bulletin, 89: 47–62.
7. Slavin, R. 1983. Cooperative learning, New York: Longman.