Promoting early adolescents' achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures.
Abstract
Emphasizing the developmental need for positive peer relationships, in this study the authors tested a social-contextual view of the mechanisms and processes by which early adolescents' achievement and peer relationships may be promoted simultaneously. Meta-analysis was used to review 148 independent studies comparing the relative effectiveness of cooperative, competitive, and individualistic goal structures in promoting early adolescents' achievement and positive peer relationships. These studies represented over 8 decades of research on over 17,000 early adolescents from 11 countries and 4 multinational samples. As predicted by social interdependence theory, results indicate that higher achievement and more positive peer relationships were associated with cooperative rather than competitive or individualistic goal structures. Also as predicted, results show that cooperative goal structures were associated with a positive relation between achievement and positive peer relationships. Implications for theory and application are discussed.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Collaborative learning can be an effective strategy for promoting retention and problem solving.
“Several meta-analyses have thus been carried out showing that collaborative learning can be an effective strategy for promoting retention and problem solving (e.g., Lou et al. 2001;Roseth et al. 2008;Slavin 1980;Springer et al. 1999).”
From Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010) · cites this paper as Roseth et al. 2008
The citation lists haven’t been fetched yet
References 288 · Cited by 837
- Authors
- Roseth, C. J., Johnson, D. W., & Johnson, R. T.
- Affiliations
- University of Minnesota (US)
- Venue
- Psychological Bulletin
- Published
- 2008
- Volume
- 134
- Issue
- 2
- Pages
- 223-246
- ISSN
- 0033-2909 (ISSN-L)
- 1939-1455
- OpenAlex
- W2112861291
- Cited by
- 837
- References
- 288
- Citations by year
- 2026: 27 · 2025: 62 · 2024: 64 · 2023: 54 · 2022: 68 · 2021: 83 · 2020: 60 · 2019: 61 · 2018: 50 · 2017: 48 · 2016: 51 · 2015: 32 · 2014: 54 · 2013: 32 · 2012: 28
- FWCI
- 36.48
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Psychological Bulletin (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Psychology › Social Psychology › Motivation and Self-Concept in Sports
- Keywords
- early adolescents, academic performance, peer relationships, social interdependence theory
- MeSH terms
- Achievement, Adolescent, Child, Competitive Behavior, Cooperative Behavior, Goals, Humans, Interpersonal Relations, Peer Group, Social Behavior, Students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
