The Effects of Cooperative, Competitive, and Individualistic Goal Structures on Students' Attitudes and Achievement

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Abstract
The effects of interpersonal cooperation, competition, and individualistic efforts were compared on students' achievement and perceptions of teacher and peer academic and personal support. Sixty-nine fourth, fifth, and sixth grade students were included in the study. Males and females were randomly assigned to conditions so that within each condition there were 23 Ss and an approximately equal number of males and females. The results indicate that cooperation promoted stronger perceptions of teacher academic and personal support than did individualistic learning experiences, stronger perceptions of peer academic and personal support than did either competitive or individualistic learning experiences, and higher achievement than did the other two conditions. Competition resulted in higher achievement and stronger perceptions of teacher academic support than did individualistic learning experiences.