1,247
Views
3
CrossRef citations to date
0
Altmetric
Articles

Cooperative, competitive, or individualistic? Exploring the role of social interdependence in the classroom

ORCID Icon, ORCID Icon & ORCID Icon
Pages 247-265 | Received 07 Aug 2020, Accepted 12 Nov 2020, Published online: 29 Nov 2020

References

  • Adelman, H. S., & Taylor, L. (2005). Classroom climate. In S. W. Lee, P. A. Lowe, & E. Robinson (Eds.), Encyclopedia of school psychology (pp. 88–90). Sage.
  • Bourhis, J., & Allen, M. (1992). Meta-analysis of the relationship between communication apprehension and cognitive performance. Communication Education, 41(1), 68–76. https://doi.org/10.1080/03634529209378871
  • Bowers, J. W. (1986). Classroom communication apprehension: A survey. Communication Education, 35(4), 372–378. https://doi.org/10.1080/03634528609388361
  • Brophy, J. (1987). Synthesis of research on strategies for motivating students to learn. Educational Leadership, 45(2), 40–48.
  • Carlson, R., Dwyer, K., Bingham, S. M., Cruz, A., Prisbell, M., & Fus, D. (2006). Connected classroom climate and communication apprehension: Correlations and implications for the basic course. Basic Communication Course Annual, 18, 1–27. https://ecommons.udayton.edu/bcca/vol18/iss1/6
  • Chesebro, J. L. (2003). Effects of teacher clarity and nonverbal immediacy on student learning, receiver apprehension, and affect. Communication Education, 52(2), 135–147. https://doi.org/10.1080/03634520302471
  • Chesebro, J. L., & McCroskey, J. C. (2001). The relationship of teacher clarity and immediacy with student state receiver apprehension, affect, and cognitive learning. Communication Education, 50(1), 59–68. https://doi.org/10.1080/03634520109379232
  • Chesebro, J. W., McCroskey, J. C., Atwater, D. F., Bahrenfuss, R. M., Cawelti, G., Gaudino, J. L., & Hodges, H. (1992). Communication apprehension and self-perceived communication competence of at-risk students. Communication Education, 41(4), 345–360. https://doi.org/10.1080/03634529209378897
  • Choi, J., Johnson, D. W., & Johnson, R. (2011). Relationships among cooperative learning experiences, social interdependence, children’s aggression, victimization, and prosocial behaviors. Journal of Applied Social Psychology, 41(4), 976–1003. https://doi.org/10.1111/j.1559-1816.2011.00744.x
  • Christophel, D. M. (1990). The relationships among teacher immediacy behaviors, student motivation, and learning. Communication Education, 39(4), 323–340. https://doi.org/10.1080/03634529009378813
  • Comadena, M. E., & Prusank, D. T. (1988). Communication apprehension and academic achievement among elementary and middle school students. Communication Education, 37(4), 270–277. https://doi.org/10.1080/03634528809378728
  • Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51(1), 171–200. https://doi.org/10.1146/annurev.psych.51.1.171
  • Deutsch, M. (1949). A theory of co-operation and competition. Human Relations, 2(2), 129–152. https://doi.org/10.1177/001872674900200204
  • Deutsch, M. (1962). Cooperation and trust: Some theoretical notes. In M. R. Jones (Ed.), Nebraska symposium on motivation (pp. 275–319). University of Nebraska Press.
  • Dominowski, R. (2002). Teaching undergraduates. Routledge.
  • Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41(10), 1040–1048. https://doi.org/10.1037/0003-066X.41.10.1040
  • Ellis, K. (1995). Apprehension, self-perceived competency, and teacher immediacy in the laboratory-supported public speaking course: Trends and relationships. Communication Education, 44(1), 64–78. https://doi.org/10.1080/03634529509378998
  • Ellis, K. (2004). The impact of perceived teacher confirmation on receiver apprehension, motivation, and learning. Communication Education, 53(1), 1–20. https://doi.org/10.1080/0363452032000135742
  • Feather, N. (1982). Expectations and actions. Erlbaum.
  • Frymier, A. B. (1993). The relationships among communication apprehension, immediacy and motivation to study. Communication Reports, 6(1), 8–17. https://doi.org/10.1080/08934219309367556
  • Galanes, G., & Carmack, H. (2013). “He’s really setting an example”: Student contributions to the learning environment. Communication Studies, 64(1), 49–65. https://doi.org/10.1080/10510974.2012.731464
  • Ghaith, G. (2003). The relationship between forms of instruction, achievement and perceptions of classroom climate. Educational Research, 45(1), 83–93. https://doi.org/10.1080/0013188032000086145
  • Glaser, R. (1963). Instructional technology and the measurement of learing outcomes: Some questions. American Psychologist, 18(8), 519–521. https://doi.org/10.1037/h0049294
  • Gokcora, D. (1989, November). A descriptive study of communication and teaching strategies used by two types of international teaching assistants at the University of Minnesota, and their cultural perceptions of teaching and teachers [Paper presentation]. National Conference on Training and Employment of Teaching Assistants, Seattle, WA, United States.
  • Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research, 70(2), 151–179. https://doi.org/10.3102/00346543070002151
  • Jaasma, M. A. (1997). Classroom communication apprehension: Does being male or female make a difference? Communication Reports, 10(2), 219–228. https://doi.org/10.1080/08934219709367677
  • Johnson, D. I. (2009). Connected classroom climate: A validity study. Communication Research Reports, 26(2), 146–157. https://doi.org/10.1080/08824090902861622
  • Johnson, D. W. (2003). Social interdependence: Interrelationships among theory, research, and practice. American Psychologist, 58(11), 934–945. https://doi.org/10.1037/0003-066X.58.11.934
  • Johnson, D. W., & Johnson, R. T. (1974). Instructional goal structure: Cooperative, competitive, or individualistic. Review of Educational Research, 44(2), 213–240. https://doi.org/10.3102/00346543044002213
  • Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Interaction Book Company.
  • Johnson, D. W., & Johnson, R. T. (1992). Positive interdependence: Key to effective cooperation. In N. Miller & Hertz-Lazarowitz (Eds.), Interaction in cooperative groups: The theoretical anatomy of group learning (pp. 174–199). Cambridge University Press.
  • Johnson, D. W., & Johnson, R. T. (1999). Learning together and alone: Cooperative, competitive, and individualistic learning. Allyn & Bacon.
  • Johnson, D. W., & Johnson, R. T. (2005). New developments in social interdependence theory. Psychological Monographs, 131, 285–358. https://doi.org/10.1007/978-0-387-70892-8_1
  • Johnson, D. W., & Johnson, R. T. (2017). The use of cooperative procedures in teacher education and professional development. Journal of Education for Teaching, 43(3), 284–295. https://doi.org/10.1080/02607476.2017.1328023
  • Keppel, G. (1991). Design and analysis: A researcher’s handbook. Prentice-Hall.
  • Kohn, A. (1992). No contest: The case against competition. Houghton Mifflin.
  • Kohn, A. (2010). “EJ” in focus: How to create nonreaders: Reflections on motivation, learning, and sharing power. The English Journal, 100, 16–22. www.jstor.org/stable/20787685
  • Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1964). Taxonomy of educational objectives: The classification of educational goals. Longmans, Green & Co.
  • Linnenbrink, E. A., & Pintrich, P. R. (2002). Motivation as an enabler for academic success. School Psychology Review, 31(3), 313–327. https://doi.org/10.1080/02796015.2002.12086158
  • Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll see you on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1–17. https://doi.org/10.1080/03634520601009710
  • McCroskey, J. C. (1970). Measures of communication-bound anxiety. Speech Monographs, 37(4), 269–277. https://doi.org/10.1080/03637757009375677
  • McCroskey, J. C. (1981). Oral communication apprehension: Reconceptualization and a new look at measurement [Paper presentation]. Central States Speech Association, Chicago, IL, United States.
  • McCroskey, J. C. (1994). Assessment of affect toward communication and affect toward instruction in communication. In S. Morreale, & M. Brooks (Eds.), Assessing college student competency in speech communication (pp. 56–71). Speech Communication Association.
  • Messman, S. J., & Jones-Corley, J. (2001). Effects of communication environment, immediacy, and communication apprehension on cognitive and affective learning. Communication Monographs, 68(2), 184–200. https://doi.org/10.1080/03637750128054
  • Miller, A. H., Imrie, B. W., & Cox, K. (1998). Student assessment in higher education: A handbook for assessing performance. Kogan Page Limited.
  • Mottet, T. P., Parker-Raley, J., Cunningham, C., Beebe, S. A., & Raffeld, P. C. (2006). Testing the neutralizing effect of instructor immediacy on student course workload expectancy violations and tolerance for instructor unavailability. Communication Education, 55(2), 147–166. https://doi.org/10.1080/03634520600565886
  • Myers, S. A. (1995). Student perceptions of teacher affinity-seeking and classroom climate. Communication Research Reports, 12(2), 192–199. https://doi.org/10.1080/08824099509362056
  • Nadler, L. B., & Nadler, M. K. (1990). Perceptions of sex differences in classroom communication. Women’s Studies in Communication, 13(1), 46–65. https://doi.org/10.1080/07491409.1990.11089740
  • Neer, M. R. (1987). The development of an instrument to measure classroom apprehension. Communication Education, 36(2), 154–166. https://doi.org/10.1080/03634528709378656
  • Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https://doi.org/10.1007/s10648-006-9029-9
  • Prisbell, M., Dwyer, K. K., Carlson, R. E., Bingham, S. G., & Cruz, A. M. (2009). Connected classroom climate and communication in the basic course: Associations with learning. Basic Communication Course Annual, 21, 151–172. https://ecommons.udayton.edu/bcca/vol21/iss1/11
  • Richmond, V. P., Wrench, J. S., & Gorham, J. (2001). Communication, affect, and learning in the classroom. Tapestry Press.
  • Rodriguez, J. I., Plax, T. G., & Kearney, P. (1996). Clarifying the relationship between teacher nonverbal immediacy and student cognitive learning: Affective learning as the central causal mediator. Communication Education, 45(4), 293–305. https://doi.org/10.1080/03634529609379059
  • Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents’ achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134(2), 223–246. https://doi.org/10.1037/0033-2909.134.2.223
  • Ruzek, E. A., & Schenke, K. (2019). The tenuous link between classroom perceptions and motivation: A within-person longitudinal study. Journal of Educational Psychology, 111(5), 903–917. https://doi.org/10.1037/edu0000323
  • Sidelinger, R., & Booth-Butterfield, M. (2010). Co-constructing student involvement: An examination of teacher confirmation and student-to-student connectedness in the college classroom. Communication Education, 59(2), 165–184. https://doi.org/10.1080/03634520903390867
  • Simonds, C., Wright, A., & Cooper, P. J. (2019). Communication for teachers and trainers. Fountainhead Press.
  • Taylor, K., & Medina, J. (2019, April 26). A mystery solved in the college admissions scandal: The family who paid $1.2 million image. The New York Times. https://www.nytimes.com/2019/04/26/us/college-admissions-scandal.html?rref=collection/newseventcollection/college-admissions-scandal
  • Twenge, J. M. (2017). IGen: Why today’s super-connected kids are growing up less rebellious, more tolerant, less happy and completely unprepared for adulthood (and what this means for the rest of us). Atria Books.
  • Wageman, R. (2001). The meaning of interdependence. In M. E. Turner (Ed.), Groups at work. Theory and research (pp. 197–217). Erlbaum.
  • Weaver, R. R., & Qi, J. (2005). Classroom organization and participation: College students’ perceptions. The Journal of Higher Education, 76(5), 570–601. https://doi.org/10.1353/jhe.2005.0038
  • Wiesman, J. (2012). Student motivation and the alignment of teacher beliefs. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 85(3), 102–108. https://doi.org/10.1080/00098655.2011.653016
  • World Economic Forum. (2016). The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution. http://www3.weforum.org/docs/WEF_Future_of_Jobs.pdf
  • World Economic Forum. (2020). Jobs of tomorrow: Mapping opportunity in the new economy. http://www3.weforum.org/docs/WEF_Jobs_of_Tomorrow_2020.pdf

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.