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Cited by 114Bullying, Victimization, and AggressionInnovative Teaching and Learning MethodsEarly Childhood Education and Development

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Relationships Among Cooperative Learning Experiences, Social Interdependence, Children's Aggression, Victimization, and Prosocial Behaviors: INTERDEPENDENCE, AGGRESSION, AND PROSOCIAL BEHAVIOR

CHOI, JIYOUNG, JOHNSON, DAVID W., JOHNSON, ROGER·2011·Journal of Applied Social Psychology
DOI 10.1111/j.1559-1816.2011.00744.x
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Abstract

This study examined the relationships among cooperative experiences, social interdependence predispositions, harm-intended aggression, victimization, and prosocial behaviors with 217 elementary school children from 3rd to 5th grade. Path analysis using LISREL indicates that cooperative experiences predicted cooperative predispositions, the absence of individualistic predispositions, and prosocial behaviors. Cooperative predisposition predicted prosocial behaviors and the absence of harm-intended aggression. Competitive predisposition predicted harm-intended aggression. These findings validate social interdependence theory and partially support theories related to social dominance. Providing frequent cooperative learning experiences may be an important tool to increase students' cooperativeness and thereby reduce the frequency of harm-intended aggression, increase the frequency of prosocial behaviors, and reduce students' individualistic predispositions.

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  • Train to Busan presents many sequences from Su-An's perspective, which resonates with research on the moral development of children.

    “Much of the research into prosocial behaviours since the concept appeared in the 1970s has been focused on the moral development of children (Choi et al. [2011], Leahy [1979], Shaffer [2000]), which resonates with the strategy in Train to Busan of presenting many sequences, especially in the first half of the film, from Su-An's perspective.”

    From The New Zombie Apocalypse and Social Crisis in South Korean Cinema. (2019) · cites this paper as Choi et al. [2011]

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Metadata

Authors
CHOI, J., JOHNSON, D. W., & JOHNSON, R.
Affiliations
  • Hannam University (KR)
  • University of Minnesota (US)
Corresponding author
JOHNSON, DAVID W.
ORCID
CHOI, JIYOUNG
Venue
Journal of Applied Social Psychology
Publisher
Wiley
Published
2011-04
Volume
41
Issue
4
Pages
976-1003
ISSN
0021-9029 (ISSN-L)
DOI
10.1111/j.1559-1816.2011.00744.x
OpenAlex
W2331463611
Cited by
114
References
0
Citations by year
2026: 9 · 2025: 12 · 2024: 5 · 2023: 5 · 2022: 7 · 2021: 9 · 2020: 8 · 2019: 16 · 2018: 6 · 2017: 4 · 2016: 3 · 2015: 9 · 2014: 10 · 2013: 4 · 2012: 4
FWCI
8.24
Type
journal article
Language
en
Open access
closed
Licence
doi.wiley.com/10.1002/tdm_license_1.1 (tdm, 1614 d)
Locations
Journal of Applied Social Psychology (publishedVersion)
Topics
  • Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
  • Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
cooperative learning, social interdependence, victimization, prosocial behavior, social dominance theory, elementary school students

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