The effect of prolonged implementation of cooperative learning on social support within the classroom

Journal of Psychology: Interdisciplinary and Applied

Volumn 119, Issue 5, 1985, Pages 405-411

  Johnson, David W ^a   Johnson, Roger T ^a   Buckman, Lee A ^a   Richards, P Scott ^a  

^a UNIVERSITY OF MINNESOTA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84953073092     PISSN: 00223980     EISSN: 19401019     Source Type: Journal    
DOI: 10.1080/00223980.1985.10542911     Document Type: Article

References (7)

1. Bowlby, J. 1969. Attachment and loss. Vol. 1: Attachment. New York: Basic.
2. Johnson, D. W. 1980. “Group processes: Influences on student–student interaction outcomes.”. In Social psychology of school learning. Edited by: McMillan, J. New York: Academic.
3. Johnson, D. W. and Johnson, R. 1983a. “The socialization and achievement crisis: Are cooperative learning experiences the solution?.”. In Applied Social Psychology Annual 4. Edited by: Bickman, L. Beverly Hills, CA: Sage.
4. Johnson, D. W. and Johnson, R. 1983b. Social interdependence and perceived academic and personal support in the classroom. Journal of Social Psychology, 120: 77–82.
5. Johnson, D. W., Johnson, R. and Anderson, D. 1983. Social interdependence and classroom climate. Journal of Psychology, 114: 135–142.
6. Sarason, I., Levine, H., Basham, R. and Sarason, B. 1983. Assessing social support: The social support questionnaire. Journal of Personality and Social Psychology, 44: 127–144.
7. Sarason, I., Sarason, B. and Linder, K. 1983. Assess an experimentally provided social support Seattle: University of Washington Press. (Naval Tech. Rep.).