Promoting early adolescents' achievement and peer relationships: the effects of cooperative, competitive, and individualistic goal structures.

By Cary J. Roseth, David W. Johnson, Roger T. Johnson. Psychological bulletin, 2008

794 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/8c800967171109d22e17f54e5284dacbec338241

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

Disentangling Shape from Level Effects in Person-Centered Analyses: An Illustration Based on University Teachers’ Multidimensional Profiles of Effectiveness (2015, background): “…between performance ability (where students are asked to demonstrate their relative abilities and to “be the best”) versus mastery (where students are encouraged to master course content and develop competencies) goal practices (Ames, 1992; Meece et al., 2005; Midgley, 2002; Roseth et al., 2008).”
The impact of cooperative learning on student engagement: Results from an intervention (2013, background): “Comprehensive meta-analyses have demonstrated that cooperative learning structures are related to higher academic achievement than competitive and individualistic structures (Dansereau and Johnson, 1994; Johnson et al., 1998, 2000, 2007; Johnson and Johnson, 1989; Roseth et al., 2008; Slavin, 1996; ”
Which cognitive processes support learning during small-group discussion? The role of providing explanations and listening to others (2011, background): “Several review studies have shown that working together in small groups has a positive effect on learning performance (Roseth et al. 2008; Slavin 1983; Springer et al. 1999).”
Preventing prejudice and improving intergroup attitudes: A meta-analysis of child and adolescent training programs (2014, neutral): “In addition, contactbased interventions and cooperative learning techniques have already been investigated and summarized sufficiently well in recent years (see Pettigrew & Tropp, 2006; Roseth et al., 2008).”
Cooperative Learning: Review of Research and Practice. (2016, background): “…al., 1981; Johnson & Johnson, 2002; Slavin, 1989) that have highlighted the academic and social benefits students derived from working cooperatively together, Roseth, Johnson and Johnson (2008) examined the social-contextual view of the mechanisms and processes by which these benefits are promoted.”