An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning

  title={An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning},
  author={David W. Johnson and Roger T. Johnson},
The widespread and increasing use of cooperative learning is one of the great success stories of social and educational psychology. Its success largely rests on the relationships among theory, research, and practice. Social interdependence theory provides a foundation on which cooperative learning is built. More than 1,200 research studies have been conducted in the past 11 decades on cooperative, competitive, and individualistic efforts. Findings from these studies have validated, modified… 

Figures and Tables from this paper

Cooperative Group Work
Interest in cooperative group work gained momentum in the early 1980s with the publication of the first meta‐analysis on the effects of cooperative, competitive, and individualistic goal structures
Theoretical Perspectives Underlying the Application of Cooperative Learning in Classrooms.
Cooperative learning has been the centre of worldwide attention because it has been shown to have strong effects on student learning, as well as other positive outcomes. Although the academic,
Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory.
Cooperative learning is an example of how theory validated by research may be applied to instructional practice. The major theoretical base for cooperative learning is social interdependence theory.
The use of cooperative procedures in teacher education and professional development
Abstract Two aspects of teacher education for cooperative learning are the content taught and the processes used to teach the content. Of the two, the processes used may have the most powerful
Social Interdependence and the Promotion of Cooperative Learning
Social interdependence theory has provided a conceptual framework to understand cooperation and competition through a common mechanism: Social interdependence, i.e., the mechanism whereby the
Teacher Perceptions of the Impact of Peer Learning in their Classrooms: Using Social Interdependence Theory as a Model for Data Analysis and Presentation
Peer tutoring is a structured process of co-operative learning, supported by social interdependence theory shown to have cognitive and affective level benefits. During a RCT, this study explores
Implementation of Cooperative Learning in Science: A Developmental-cum-Experimental Study
This research paper is designed to set forth ideas on how to implement cooperative learning and examine its effect on social and cooperative skills while imparting science education at the Secondary
Cooperative Learning for Academic and Social Gains: valued pedagogy, problematic practice
A growing number of governments, seeking to modernise their country's education system, adapt cooperative learning (CL) as a major component of their educational policy. Since the 1960s, when CL
Well-structured Cooperative Learning in all classrooms: using the Dual Objective to maximize affective and cognitive gain
The authors contend that the research evidence involving Cooperative Learning as a powerful teaching strategy is unprecedented in educational history and is voluminous in breadth. They say that the


New Developments in Social Interdependence Theory
The authors critically analyze the new developments resulting from extensive research on, and wide-scale applications of, social interdependence theory.
Student-Student Interaction: The Neglected Variable In Education
Like all social systems, the school (and the classroom) is made up of a network of interpersonal relationships structured to facilitate the achievement of educational goals (Johnson, 1970, 1979).
The impact of positive goal and resource interdependence on achievement, interaction, and attitudes
Abstract In past research on cooperation, all types of positive interdependence have been assumed to be equivalent. However, this assumption may be unwarranted. The authors compared the effects of
Effects of cooperative and individualistic learning on prospective elementary teachers' music achievement and attitudes.
Students in the cooperative condition were off-task academically less frequently, initiated fewer interactions with the instructor, perceived the instructor to be more supportive, perceive the grading system to be fairer, and perceived the feedback received as being more helpful.
Components of Cooperative Learning: Effects of Collaborative-Skills and Academic Group Contingencies on the Social Interaction of Isolated Students.
Abstract : In this study the effects of (a) opportunity to interact with classmates, (b) positive goal interdependence, (c) positive goal interdependence with a collaborative-skills group
Positive Interdependence, Academic and Collaborative-Skills Group Contingencies, and Isolated Students
The effects of (a) opportunity to interact with classmates, (b) positive goal interdependence, (c) positive goal and positive reward interdependence, and (d) positive goal and reward interdependence
Cooperation in the Classroom
Originally published in Contemporary Psychology: APA Review of Books, 1991, Vol 36(12), 1106–1107. Reviews the book, Cooperative Learning: Critical Thinking and Collaboration Across the Curriculum by
Isolated teenagers, cooperative learning, and the training of social skills.
The results indicated that the combination of group-academic and social-skills contingencies produced in the socially isolated and withdrawn students the highest rates of appropriate social interaction with peers, acceptance and liking by peers, positive attitudes toward the subject area, and achievement.
Promoting early adolescents' achievement and peer relationships: the effects of cooperative, competitive, and individualistic goal structures.
A social-contextual view of the mechanisms and processes by which early adolescents' achievement and peer relationships may be promoted simultaneously is tested, and results indicate that higher achievement and more positive peer relationships were associated with cooperative rather than competitive or individualistic goal structures.