The Influence Of Positive Interdependence In Cooperative Learning On Peer Relationship, Achievement Motivation,General Self-Efficacy And Achievement

Despite extensive research on cooperative learning, the debate regarding whether or not its effectiveness depends on positive reward interdependence and rescource interdependence has not yet found clear evidence.This study tested the hypothesis that positive reward interdependence, as compared to no reward, enhances peer relationship, general self-efficacy and achievement of junior high school students which undermines the achievement motivation. Resource interdependence, as compared to resource independence enhances all of the above dependent variables.This study involved120students of Wuhan Third Boarding School.The study used a quasi-experimental design with a control trial. It is divided into three stages. The first stage is the preparation. In the second stage experimental group (positive reward-based tasks) and control group (no reward-based tasks) both adopt Jigsaw II for teaching. In the third stage, experimental group (rescource independence) and control group (resource interdependence) both set external reward. This study infers the influence of positive interdependence in cooperative learning on peer relationship, achievement motivation, general self-efficacy and achievement from the pre-education and posttest results.The results showed that positive reward only had a significant additional effect on acceptance, excluding achievement motivation, general self-efficacy and achievement. Resource interdependence have no significant additional effect on all of the above dependent variables.The study found that cooperative learning based on reward interdependence improved students’ acceptance. In order to obtain common reward, there were more cooperative behavior between members which helped them to know each other better and obtain the sustained motivation to overcome the difficulties. Cooperative learning based on resource interdependence improved the students’ accepted degree. For low-achievement students, positive interdependence improved their peer relationship, for high-achievement students, positive interdependence enhanced their achievement motivation.