The Effect of Positive Goal and Resource Interdependence on Individual Performance
Abstract
The effects of two types of positive interdependence (goal and resource) and attentional temptation on individual performance were compared for teamwork and taskwork situations. Fifty-eight U.S. 5th graders were randomly assigned to one of the following conditions—positive goal interdependence, positive resource interdependence, positive goal interdependence/positive resource interdependence, and no goal interdependence/no resource interdependence (individual)—stratified for gender, ability, and minority status. The students received 45 min of social studies instruction daily, for 24 days. Although the students in conditions without goal interdependence initially performed better than the students in conditions with goal interdependence, these results were reversed after a 5-week period. The dual responsibilities of taskwork and teamwork seemed to conflict with each other at first, but after the participants became more skilled at teamwork, the combination of taskwork and teamwork resulted in better individual performance than taskwork alone. In and of itself, positive resource interdependence did not promote cooperation.
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For a group to carry out a learning task, not all group members need to possess all necessary knowledge, or process all available information alone and at the same time.
“For a group to carry out a learning task, not all group members need to possess all necessary knowledge, or process all available information alone and at the same time (Johnson et al. 1989;Langfred 2000;Ortiz et al. 1996;Wegner 1987Wegner , 1995)).”
From Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010) · cites this paper as Ortiz et al. 1996
Cites
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Self-citationNebraska Symposium on Motivation, 1961
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Self-citationJohnson, D. W., Maruyama, G., Johnson, R., Nelson, D., & Skon, L. (1981) · Psychological Bulletin · doi:10.1037/0033-2909.89.1.47 · Cited by 1,588 · see citing works
Self-citationAronson, E. (2021) · Routledge eBooks · doi:10.4324/9781003106760-7 · Cited by 1,391 · see citing works
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Self-citationEvaluation of Jigsaw, a cooperative learning technique
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An Educational Psychology Success Story: Social Interdependence Theory and Cooperative Learning
Johnson, D. W., & Johnson, R. T. (2009) · Educational Researcher · doi:10.3102/0013189x09339057 · Cited by 2,721 · see citing works
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Buchs, C., & Butera, F. (2009) · European Journal of Psychology of Education · doi:10.1007/bf03173007 · Cited by 52 · see citing works
- Authors
- Ortiz, A. E., Johnson, D. W., & Johnson, R. T.
- Affiliations
- University of Minnesota (US)
- ORCID
- Johnson, David W.
- Venue
- The Journal of Social Psychology
- Publisher
- Informa UK Limited
- Published
- 1996-04-01
- Volume
- 136
- Issue
- 2
- Pages
- 243-249
- ISSN
- 0022-4545 (ISSN-L)
- 1940-1183
- OpenAlex
- W2080094057
- Cited by
- 71
- References
- 10
- Citations by year
- 2024: 1 · 2023: 3 · 2022: 3 · 2021: 3 · 2020: 3 · 2019: 4 · 2018: 4 · 2017: 2 · 2016: 3 · 2015: 6 · 2014: 1 · 2013: 1 · 2012: 7
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- The Journal of Social Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Social Psychology › Team Dynamics and Performance
- Social Sciences › Sociology and Political Science › Social and Intergroup Psychology
- Keywords
- individual performance, teamwork, taskwork, cooperation, elementary school students, social studies education, dual responsibility
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