Murayama and Elliot (2012) made a significant contribution to the literature on competition by presenting the results of 2 meta-analyses and 3 primary studies on the relation between competition and performance. Murayama and Elliot established that in general, there is no relationship between competition and performance. They then made the case…

The authors examined the nature of dominant students in Grades 3-5 in a midwestern school system in the United States. Previous research has indicated 2 ways a student may gain dominance--through bullying and prosocial behaviors. A cluster analysis for dominant children was conducted using social interdependence attitude scores, children's…

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…

Cooperation, not competition or individualism, is at the heart of forming a more perfect union, establishing justice, ensuring domestic tranquility, providing for the common defense, and securing the blessings of liberty for ourselves and our posterity. It's time to recognize the relationship between cooperative learning and commitment to the…

This book examines cooperation, competition, and individualization in the classroom. Although the authors admit to a preference for cooperation among students in learning situations, they also believe that there are times when competition and individualization may be more beneficial. These three goal structures are examined in terms of: (a)…

Meta-analyses indicated that cooperation is more effective than interpersonal and individual efforts in promoting achievement and productivity, that cooperation in intergroup competition is superior to interpersonal and individual efforts in promoting achievement and productivity, and that interpersonal competition and individual efforts do not…

Attitudes toward cooperation and competition were virtually independent across grades 2 to 12. Cooperativeness was consistently related to a broad range of positive attitudes toward schooling experience at all grade levels. Competitiveness changed its pattern of correlates, showing relationships to several positive attitudes only in school. (BJG)

Summary findings from a meta-analysis of 133 research studies of adults comparing the relative effectiveness of cooperative, competitive, and individualistic efforts show that cooperation among adults promotes achievement, positive interpersonal relationships, social support, and self-esteem. (MLF)

Intergroup cooperation and competition were compared to determine if they promoted systematic differences in interaction between majority and minority students. Results indicated that the intergroup cooperation condition produced increased numbers of cross-ethnic relationships. (Author/DF)

Undergraduates discussed a moral issue with a confederate who had the same opinion (no controversy) or opposite opinion (controversy) within either a cooperative or a competitive context. Subjects in the controversy conditions indicated more conceptual conflict, engaged in more information seeking, and were more accurate in taking the cognitive…

Results indicated that cooperative learning experiences, compared with competitive and individualistic ones, promoted more interpersonal attraction between 12 learning disabled and behavior problem fourth graders and 47 nonhandicapped peers and promoted higher self-esteem for all students. Cooperation promoted greater perspective-taking ability…

Attitudinal data from a survey of over 2,400 students in grades 2-12 were used to depict sex differences in cooperativeness and competitiveness in a natural school setting. (Author/SS)

Elementary and secondary student responses to the "Minnesota School Affect Assessment" reveal that cooperativeness relates to a broad range of positive attitudes toward school. Competitiveness correlates with several positive attitudes only for junior and senior high school students. Individualistic attitudes and school-related attitudes are…

Reprints of 17 studies on approaches to ensuring full participation of handicapped students in the regular classroom are presented. The studies, carried out over a 3-year period, were intended to examine evidence on the efficacy of mainstreaming, with particular emphasis on the role of competitive, cooperative, and individualistic learning…

Two studies compared effects of different levels of cooperation (cooperative controversy, cooperative debate, individualistic; and intergroup cooperation vs intergroup competition) on cross-handicap interaction among 123 intermediate grade students (normal or learning/behavior disordered). Pure cooperation promoted more frequent cross-handicap…