The Effects of Task and Resource Interdependence on Achievement and Social Support: An Exploratory Study of Italian Children

被引：17

作者：

Bertucci, Andrea ^{[1
]}

Johnson, David W. ^{[2
]}

Johnson, Roger T. ^{[2
]}

Conte, Stella ^{[1
]}

机构：

[1] Univ Cagliari, I-09124 Cagliari, Italy

[2] Univ Minnesota, Minneapolis, MN 55455 USA

来源：

JOURNAL OF PSYCHOLOGY | 2011年 / 145卷 / 04期

关键词：

academic support; cooperative learning; personal support; resource interdependence; task interdependence; TEAM EFFECTIVENESS; INTRINSIC MOTIVATION; CONFLICT-MANAGEMENT; COLLECTIVE-EFFICACY; POSITIVE GOAL; TRUST; IMPACT; AUTONOMY;

D O I：

10.1080/00223980.2011.574167

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

The relative efficacy of positive task interdependence, positive resource interdependence, and individualistic learning were compared with achievement and academic and personal social support. The authors randomly assigned to conditions 66 7th-grade Italian students with no previous experience in cooperative learning. They participated in 6 90-min instructional sessions dealing with the dangers of smoking, alcohol, and drugs. The results indicated that students assigned to the task-interdependence and resource-interdependence conditions achieved higher and perceived greater peer academic support than did students working individually. Students in the resource-interdependence condition showed a higher perception of peer personal support than students assigned to the other conditions.

引用

页码：343 / 360

页数：18

共 49 条

[1] The roles of perceived task interdependence and group members' interdependence in the development of collective efficacy in university student group contexts [J].