Group Reward Contingencies and Cooperative Learning: Immediate and Delayed Effects on Academic Performance, Self-esteem, and Sociometric Ratings View Full Text


Ontology type: schema:ScholarlyArticle     


Article Info

DATE

2004-03

AUTHORS

Elaine S. Chapman, Melissa T. Cope

ABSTRACT

While cooperative learning methods have been reported to have positive effects on a range of personal and social student outcomes, research into their academic benefits has produced mixed results. This study evaluated the effects of one cooperative learning method (cooperative reading and integrated composition, or CIRC) on the reading achievement, sociometric ratings, and self-esteem of 83 third-graders under three reward conditions (group rewards, individual rewards, and no rewards). Although students in the group rewards condition achieved significantly (p < 0.05) higher rate and accuracy scores on weekly reading quizzes than those in the individual and no rewards conditions, this effect was not reflected in overall pre–post reading test scores. There were also no significant effects for condition on the sociometric questionnaire. There was, however, a significant condition by sex interaction effect on total self-esteem scores, which indicated higher scores in the group rewards condition than in the other two conditions for girls. Results are interpreted in light of their practical implications for the application of the CIRC method in school settings, and their theoretical implications for research on the impact of group reward contingencies in cooperative learning methods. More... »

PAGES

73

Identifiers

URI

http://scigraph.springernature.com/pub.10.1023/b:spoe.0000010669.95227.f3

DOI

http://dx.doi.org/10.1023/b:spoe.0000010669.95227.f3

DIMENSIONS

https://app.dimensions.ai/details/publication/pub.1011427026


Indexing Status Check whether this publication has been indexed by Scopus and Web Of Science using the SN Indexing Status Tool
Incoming Citations Browse incoming citations for this publication using opencitations.net

JSON-LD is the canonical representation for SciGraph data.

TIP: You can open this SciGraph record using an external JSON-LD service: JSON-LD Playground Google SDTT

[
  {
    "@context": "https://springernature.github.io/scigraph/jsonld/sgcontext.json", 
    "about": [
      {
        "id": "http://purl.org/au-research/vocabulary/anzsrc-for/2008/1701", 
        "inDefinedTermSet": "http://purl.org/au-research/vocabulary/anzsrc-for/2008/", 
        "name": "Psychology", 
        "type": "DefinedTerm"
      }, 
      {
        "id": "http://purl.org/au-research/vocabulary/anzsrc-for/2008/17", 
        "inDefinedTermSet": "http://purl.org/au-research/vocabulary/anzsrc-for/2008/", 
        "name": "Psychology and Cognitive Sciences", 
        "type": "DefinedTerm"
      }
    ], 
    "author": [
      {
        "affiliation": {
          "alternateName": "University of Western Australia", 
          "id": "https://www.grid.ac/institutes/grid.1012.2", 
          "name": [
            "Graduate School of Education, The University of Western Australia, 6009, Crawley, WA, Australia"
          ], 
          "type": "Organization"
        }, 
        "familyName": "Chapman", 
        "givenName": "Elaine S.", 
        "type": "Person"
      }, 
      {
        "affiliation": {
          "name": [
            "St. Monica's College, Vic., Australia"
          ], 
          "type": "Organization"
        }, 
        "familyName": "Cope", 
        "givenName": "Melissa T.", 
        "type": "Person"
      }
    ], 
    "citation": [
      {
        "id": "https://doi.org/10.1006/ceps.1996.0004", 
        "sameAs": [
          "https://app.dimensions.ai/details/publication/pub.1003798269"
        ], 
        "type": "CreativeWork"
      }, 
      {
        "id": "https://doi.org/10.1080/00405849909543834", 
        "sameAs": [
          "https://app.dimensions.ai/details/publication/pub.1020127192"
        ], 
        "type": "CreativeWork"
      }, 
      {
        "id": "https://doi.org/10.1037/0022-0663.83.1.8", 
        "sameAs": [
          "https://app.dimensions.ai/details/publication/pub.1044321762"
        ], 
        "type": "CreativeWork"
      }, 
      {
        "id": "https://doi.org/10.1086/499639", 
        "sameAs": [
          "https://app.dimensions.ai/details/publication/pub.1058782255"
        ], 
        "type": "CreativeWork"
      }, 
      {
        "id": "https://doi.org/10.2307/747701", 
        "sameAs": [
          "https://app.dimensions.ai/details/publication/pub.1070667227"
        ], 
        "type": "CreativeWork"
      }, 
      {
        "id": "https://doi.org/10.3102/00346543071001001", 
        "sameAs": [
          "https://app.dimensions.ai/details/publication/pub.1070970361"
        ], 
        "type": "CreativeWork"
      }, 
      {
        "id": "https://doi.org/10.3102/00346543071001001", 
        "sameAs": [
          "https://app.dimensions.ai/details/publication/pub.1070970361"
        ], 
        "type": "CreativeWork"
      }
    ], 
    "datePublished": "2004-03", 
    "datePublishedReg": "2004-03-01", 
    "description": "While cooperative learning methods have been reported to have positive effects on a range of personal and social student outcomes, research into their academic benefits has produced mixed results. This study evaluated the effects of one cooperative learning method (cooperative reading and integrated composition, or CIRC) on the reading achievement, sociometric ratings, and self-esteem of 83 third-graders under three reward conditions (group rewards, individual rewards, and no rewards). Although students in the group rewards condition achieved significantly (p < 0.05) higher rate and accuracy scores on weekly reading quizzes than those in the individual and no rewards conditions, this effect was not reflected in overall pre\u2013post reading test scores. There were also no significant effects for condition on the sociometric questionnaire. There was, however, a significant condition by sex interaction effect on total self-esteem scores, which indicated higher scores in the group rewards condition than in the other two conditions for girls. Results are interpreted in light of their practical implications for the application of the CIRC method in school settings, and their theoretical implications for research on the impact of group reward contingencies in cooperative learning methods.", 
    "genre": "non_research_article", 
    "id": "sg:pub.10.1023/b:spoe.0000010669.95227.f3", 
    "inLanguage": [
      "en"
    ], 
    "isAccessibleForFree": false, 
    "isPartOf": [
      {
        "id": "sg:journal.1044591", 
        "issn": [
          "1381-2890", 
          "1573-1928"
        ], 
        "name": "Social Psychology of Education", 
        "type": "Periodical"
      }, 
      {
        "issueNumber": "1", 
        "type": "PublicationIssue"
      }, 
      {
        "type": "PublicationVolume", 
        "volumeNumber": "7"
      }
    ], 
    "name": "Group Reward Contingencies and Cooperative Learning: Immediate and Delayed Effects on Academic Performance, Self-esteem, and Sociometric Ratings", 
    "pagination": "73", 
    "productId": [
      {
        "name": "readcube_id", 
        "type": "PropertyValue", 
        "value": [
          "367174830c770ead1a65620b388d3b7030c0217dc02b0165759e9691ba85f6b1"
        ]
      }, 
      {
        "name": "doi", 
        "type": "PropertyValue", 
        "value": [
          "10.1023/b:spoe.0000010669.95227.f3"
        ]
      }, 
      {
        "name": "dimensions_id", 
        "type": "PropertyValue", 
        "value": [
          "pub.1011427026"
        ]
      }
    ], 
    "sameAs": [
      "https://doi.org/10.1023/b:spoe.0000010669.95227.f3", 
      "https://app.dimensions.ai/details/publication/pub.1011427026"
    ], 
    "sdDataset": "articles", 
    "sdDatePublished": "2019-04-10T23:22", 
    "sdLicense": "https://scigraph.springernature.com/explorer/license/", 
    "sdPublisher": {
      "name": "Springer Nature - SN SciGraph project", 
      "type": "Organization"
    }, 
    "sdSource": "s3://com-uberresearch-data-dimensions-target-20181106-alternative/cleanup/v134/2549eaecd7973599484d7c17b260dba0a4ecb94b/merge/v9/a6c9fde33151104705d4d7ff012ea9563521a3ce/jats-lookup/v90/0000000001_0000000264/records_8693_00000504.jsonl", 
    "type": "ScholarlyArticle", 
    "url": "http://link.springer.com/10.1023%2FB%3ASPOE.0000010669.95227.f3"
  }
]
 

Download the RDF metadata as:  json-ld nt turtle xml License info

HOW TO GET THIS DATA PROGRAMMATICALLY:

JSON-LD is a popular format for linked data which is fully compatible with JSON.

curl -H 'Accept: application/ld+json' 'https://scigraph.springernature.com/pub.10.1023/b:spoe.0000010669.95227.f3'

N-Triples is a line-based linked data format ideal for batch operations.

curl -H 'Accept: application/n-triples' 'https://scigraph.springernature.com/pub.10.1023/b:spoe.0000010669.95227.f3'

Turtle is a human-readable linked data format.

curl -H 'Accept: text/turtle' 'https://scigraph.springernature.com/pub.10.1023/b:spoe.0000010669.95227.f3'

RDF/XML is a standard XML format for linked data.

curl -H 'Accept: application/rdf+xml' 'https://scigraph.springernature.com/pub.10.1023/b:spoe.0000010669.95227.f3'


 

This table displays all metadata directly associated to this object as RDF triples.

86 TRIPLES      21 PREDICATES      33 URIs      19 LITERALS      7 BLANK NODES

Subject Predicate Object
1 sg:pub.10.1023/b:spoe.0000010669.95227.f3 schema:about anzsrc-for:17
2 anzsrc-for:1701
3 schema:author N20f3585d9c954b70abfeedb482dbb17a
4 schema:citation https://doi.org/10.1006/ceps.1996.0004
5 https://doi.org/10.1037/0022-0663.83.1.8
6 https://doi.org/10.1080/00405849909543834
7 https://doi.org/10.1086/499639
8 https://doi.org/10.2307/747701
9 https://doi.org/10.3102/00346543071001001
10 schema:datePublished 2004-03
11 schema:datePublishedReg 2004-03-01
12 schema:description While cooperative learning methods have been reported to have positive effects on a range of personal and social student outcomes, research into their academic benefits has produced mixed results. This study evaluated the effects of one cooperative learning method (cooperative reading and integrated composition, or CIRC) on the reading achievement, sociometric ratings, and self-esteem of 83 third-graders under three reward conditions (group rewards, individual rewards, and no rewards). Although students in the group rewards condition achieved significantly (p < 0.05) higher rate and accuracy scores on weekly reading quizzes than those in the individual and no rewards conditions, this effect was not reflected in overall pre–post reading test scores. There were also no significant effects for condition on the sociometric questionnaire. There was, however, a significant condition by sex interaction effect on total self-esteem scores, which indicated higher scores in the group rewards condition than in the other two conditions for girls. Results are interpreted in light of their practical implications for the application of the CIRC method in school settings, and their theoretical implications for research on the impact of group reward contingencies in cooperative learning methods.
13 schema:genre non_research_article
14 schema:inLanguage en
15 schema:isAccessibleForFree false
16 schema:isPartOf N667db0eebbb74650b924c05f676122ba
17 Nb8f13e992d784f198c9b6f227b42612e
18 sg:journal.1044591
19 schema:name Group Reward Contingencies and Cooperative Learning: Immediate and Delayed Effects on Academic Performance, Self-esteem, and Sociometric Ratings
20 schema:pagination 73
21 schema:productId N027fddf4d9b94e83bcb56f907a59a279
22 N1b02deabc8e84e898e4f6140b005552f
23 Na037e2ae2345412f802a64a44463a99a
24 schema:sameAs https://app.dimensions.ai/details/publication/pub.1011427026
25 https://doi.org/10.1023/b:spoe.0000010669.95227.f3
26 schema:sdDatePublished 2019-04-10T23:22
27 schema:sdLicense https://scigraph.springernature.com/explorer/license/
28 schema:sdPublisher N1bcc792a1a874fb1b2afed2f81359def
29 schema:url http://link.springer.com/10.1023%2FB%3ASPOE.0000010669.95227.f3
30 sgo:license sg:explorer/license/
31 sgo:sdDataset articles
32 rdf:type schema:ScholarlyArticle
33 N015b724141ee4fe19f28aaafed406b53 schema:affiliation N64246899410845628a6f3a5d6b1e2c23
34 schema:familyName Cope
35 schema:givenName Melissa T.
36 rdf:type schema:Person
37 N027fddf4d9b94e83bcb56f907a59a279 schema:name doi
38 schema:value 10.1023/b:spoe.0000010669.95227.f3
39 rdf:type schema:PropertyValue
40 N1b02deabc8e84e898e4f6140b005552f schema:name dimensions_id
41 schema:value pub.1011427026
42 rdf:type schema:PropertyValue
43 N1bcc792a1a874fb1b2afed2f81359def schema:name Springer Nature - SN SciGraph project
44 rdf:type schema:Organization
45 N20f3585d9c954b70abfeedb482dbb17a rdf:first N4a9a57c979ea4bc0bcfd74a3e259ad6c
46 rdf:rest N95e48cb64dd34109bdc5b49acf653809
47 N4a9a57c979ea4bc0bcfd74a3e259ad6c schema:affiliation https://www.grid.ac/institutes/grid.1012.2
48 schema:familyName Chapman
49 schema:givenName Elaine S.
50 rdf:type schema:Person
51 N64246899410845628a6f3a5d6b1e2c23 schema:name St. Monica's College, Vic., Australia
52 rdf:type schema:Organization
53 N667db0eebbb74650b924c05f676122ba schema:volumeNumber 7
54 rdf:type schema:PublicationVolume
55 N95e48cb64dd34109bdc5b49acf653809 rdf:first N015b724141ee4fe19f28aaafed406b53
56 rdf:rest rdf:nil
57 Na037e2ae2345412f802a64a44463a99a schema:name readcube_id
58 schema:value 367174830c770ead1a65620b388d3b7030c0217dc02b0165759e9691ba85f6b1
59 rdf:type schema:PropertyValue
60 Nb8f13e992d784f198c9b6f227b42612e schema:issueNumber 1
61 rdf:type schema:PublicationIssue
62 anzsrc-for:17 schema:inDefinedTermSet anzsrc-for:
63 schema:name Psychology and Cognitive Sciences
64 rdf:type schema:DefinedTerm
65 anzsrc-for:1701 schema:inDefinedTermSet anzsrc-for:
66 schema:name Psychology
67 rdf:type schema:DefinedTerm
68 sg:journal.1044591 schema:issn 1381-2890
69 1573-1928
70 schema:name Social Psychology of Education
71 rdf:type schema:Periodical
72 https://doi.org/10.1006/ceps.1996.0004 schema:sameAs https://app.dimensions.ai/details/publication/pub.1003798269
73 rdf:type schema:CreativeWork
74 https://doi.org/10.1037/0022-0663.83.1.8 schema:sameAs https://app.dimensions.ai/details/publication/pub.1044321762
75 rdf:type schema:CreativeWork
76 https://doi.org/10.1080/00405849909543834 schema:sameAs https://app.dimensions.ai/details/publication/pub.1020127192
77 rdf:type schema:CreativeWork
78 https://doi.org/10.1086/499639 schema:sameAs https://app.dimensions.ai/details/publication/pub.1058782255
79 rdf:type schema:CreativeWork
80 https://doi.org/10.2307/747701 schema:sameAs https://app.dimensions.ai/details/publication/pub.1070667227
81 rdf:type schema:CreativeWork
82 https://doi.org/10.3102/00346543071001001 schema:sameAs https://app.dimensions.ai/details/publication/pub.1070970361
83 rdf:type schema:CreativeWork
84 https://www.grid.ac/institutes/grid.1012.2 schema:alternateName University of Western Australia
85 schema:name Graduate School of Education, The University of Western Australia, 6009, Crawley, WA, Australia
86 rdf:type schema:Organization
 




Preview window. Press ESC to close (or click here)


...