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Relationships Among Cooperative Learning Experiences, Social Interdependence, Children's Aggression, Victimization, and Prosocial Behaviors
Author(s) -
CHOI JIYOUNG,
JOHNSON DAVID W.,
JOHNSON ROGER
Publication year - 2011
Publication title -
journal of applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.822
H-Index - 111
eISSN - 1559-1816
pISSN - 0021-9029
DOI - 10.1111/j.1559-1816.2011.00744.x
Subject(s) - prosocial behavior , cooperativeness , psychology , aggression , harm , social psychology , developmental psychology , dominance (genetics) , helping behavior , personality , temperament , biochemistry , chemistry , gene
This study examined the relationships among cooperative experiences, social interdependence predispositions, harm‐intended aggression, victimization, and prosocial behaviors with 217 elementary school children from 3 rd to 5 th 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.