New Developments in Social Interdependence Theory

By David W. Johnson, Roger T. Johnson. Genetic Social and General Psychology Monographs, 2005

728 citations recorded by the source corpus.

Subfields: Social Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/42c2edfda86ac35a2a82cf864b9b62edfe9a91a2

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Citations in the corpus

The use of cooperative procedures in teacher education and professional development (2017, methodology): “Doing so influences how a person thinks of themselves, their moral-identity (Johnson and Johnson 2005).”
Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory. (2014, methodology): “…and research study demonstrating the power of cooperation learning in a psychology class at MIT and (b) our extensions of the theory and research and our development of practical procedures (Johnson, 1970, 2003; Johnson & Johnson, 1974, 1989, 1999, 2005, 2009; Johnson, Johnson, & Smith, 2006).”
Seeing the "We" in "Me" Sports: The Need to Consider Individual Sport Team Environments (2012, background): “Although the effectiveness of this typology can be partially supported through theoretical consistency with existing work (e.g., Johnson & Johnson, 2005), it should also be used in empirical and applied settings to test its validity and utility.”
Stakeholder Relationship Bonds (2016, neutral): “The early work by Thibaut and Kelley continues to serve as an enduring foundation for theories focusing on relationship variables (Johnson and Johnson, 2005).”
The Effects of Cooperative Learning on the Academic Achievement and Knowledge Retention (2014, background): “In all levels of education students in cooperative situations achieved greater academic, social and psychological benefits (Johnson & Johnson, 2005).”
Effects of Cooperative Learning on Students at An Giang University in Vietnam. (2012, background): “CL also promotes more positive relationships among participants than does a competitive learning environment (effect size = 0.67) or individualistic learning (effect size = 0.60) (Johnson & Johnson, 2005).”
Synchronous and Asynchronous Discussions: Effects on Cooperation, Belonging, and Affect (2018, background): “According to social interdependence theory, the structure of interactions affects participants’ affective and motivational states, such as belonging, affect, trust, and performance (Deutsch, 1949; Johnson & Johnson, 1989, 2005).”
Social Interdependence Theory and Cooperative Learning: The Teacher's Role (2008, methodology): “Given the different ways in which positive and negative interdependence may be structured, Johnson & Johnson (1989, 2005) divided them into three categories: outcome, means, and boundary (see Fig. 1.3).”
Collaboration in Learning and Teaching Statistics (2008, methodology): “The cooperative structure described above builds on social interdependence theory (Deutsch, 1949, 1962; Johnson & Johnson, 1989, 2005), the basic premise of which is that the way in which interdependence is structured moderates how individuals interact which, in turn, determines outcomes.”
The Effects of Jigsaw Learning on Students' Attitudes in a Vietnamese Higher Education Classroom. (2012, background): “This result was also consistent with the findings of Johnson & Johnson (2005) which show that cooperative experiences promote greater improvement in self-esteem than do competitive (effect size = 0.58) or individualistic (effect size = 0.44) experiences.”
Educational Experiences Associated With International Students’ Learning, Development, and Positive Perceptions of Campus Climate (2012, background): “It includes being able to view others differently and relating to others in terms of moving from dependence to independence to interdependence (Johnson & Johnson, 2005).”
Flow experience and team performance: The role of team goal commitment and information exchange (2013, neutral): “In work teams, the interdependence between members can be described as positive, in the sense that the success of one depends on the success of others and that everyone’s actions affect the achievement of common goals (Johnson and Johnson 1989, 2005).”
Cooperative learning in 21st century (2014, background): “In addition to creativity, more frequent discovery and development of high-quality cognitive reasoning strategies occurs in cooperative environments than in competitive or individualistic situations (Johnson, 2003; Johnson & Johnson, 1989, 2005, 2009a).”
Constructively managing conflicts in organizations (2014, background): “Developing cooperative goals is an effective way to convince protagonists that their interests are compatible and reinforcing (Deutsch 1973, Johnson & Johnson 2005, Tjosvold 2007).”
Effects of Cooperative Learning on Students' Academic Achievement (2015, background): “Cooperative learning also improve positive attitude towards learning (Johnson & Johnson, 2008), improved social relations (Johnson & Johnson, 2005), in addition to high self-esteem and cohesiveness (Sahin, 2010).”