Skip to main content
SpringerLink
Log in

Priming students for whole-class interaction: using interdependence to support behavioral engagement

  • Published:
Social Psychology of Education Aims and scope Submit manuscript

Abstract

Student interaction at a whole-class level is tied to learning outcomes, but encouraging students to engage with their peers at a whole-class level is difficult. While little research has sought to promote student engagement with one another at this level, one factor that has been shown to increase student interaction in pairs and small groups is student–student interdependency. Yet, to date, no studies have attempted to examine the impact of prior interdependency at this smaller scale on students’ interactions as a whole-class. The current study tested this relationship in an undergraduate class learning science content (n = 19) through structuring interdependency (task and resource) during science learning. Students completed six science learning sessions each of which included a science learning activity followed by a whole-class concept mapping task. Students were audio and video recorded during the whole-class task, and then individual student behavior was coded in 10 s intervals during the first 10 min of each session. Generalized regression results showed that adding small group interdependency during learning predicted significantly more student science discussion (R2 = .05) and supportive interactions (R2 = .16), while predicting decreased expressions of science misunderstanding (R2 = .07) during the whole-class task. Additionally, the combination of task and resource interdependency predicted a further decrease in student expressions of misunderstanding (R2 = .07), but also increased student social distraction in comparison to task interdependency alone (R2 = .28). Together these findings suggest that prior interdependency can be leveraged to increase student behavioral engagement at the whole-class level.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Alavi, S. B., & McCormick, J. (2008). The roles of perceived task interdependence and group members’ interdependence in the development of collective efficacy in university student group contexts. British Journal of Educational Psychology, 78(3), 375–393.

    Article  Google Scholar 

  • Anderson, D. R., Burnham, K. P., & White, G. C. (1998). Comparison of Akaike information criterion and consistent Akaike information criterion for model selection and statistical inference from capture-recapture studies. Journal of Applied Statistics, 25(2), 263–282.

    Article  Google Scholar 

  • Asterhan, C. S., & Schwarz, B. B. (2009). Argumentation and explanation in conceptual change: Indications from protocol analyses of peer-to-peer dialog. Cognitive Science, 33(3), 374–400.

    Article  Google Scholar 

  • Asterhan, C. S., & Schwarz, B. B. (2016). Argumentation for learning: Well-trodden paths and unexplored territories. Educational Psychologist, 51(2), 164–187.

    Article  Google Scholar 

  • Balliet, D., Li, N. P., Macfarlan, S. J., & Van Vugt, M. (2011a). Sex differences in cooperation: A meta-analytic review of social dilemmas. Psychological Bulletin, 137(6), 881.

    Article  Google Scholar 

  • Balliet, D., Mulder, L. B., & Van Lange, P. A. (2011b). Reward, punishment, and cooperation: A meta-analysis. Psychological Bulletin, 137(4), 594–615.

    Article  Google Scholar 

  • Balliet, D., Tybur, J. M., & Van Lange, P. A. (2016). Functional interdependence theory: An evolutionary account of social situations. Personality and Social Psychology Review, 1, 28.

    Google Scholar 

  • Berland, L. K., & Lee, V. R. (2012). In pursuit of consensus: Disagreement and legitimization during small-group argumentation. International Journal of Science Education, 34(12), 1857–1882.

    Article  Google Scholar 

  • Bertucci, A., Johnson, D. W., Johnson, R. T., & Conte, S. (2011). The effects of task and resource interdependence on achievement and social support: An exploratory study of Italian children. The Journal of Psychology, 145(4), 343–360.

    Article  Google Scholar 

  • Bertucci, A., Johnson, D. W., Johnson, R. T., & Conte, S. (2016). Effect of task and goal interdependence on achievement, cooperation, and support among elementary school students. International Journal of Educational Research, 79, 97–105.

    Article  Google Scholar 

  • Brewer, S., & Klein, J. D. (2006). Type of positive interdependence and affiliation motive in an asynchronous, collaborative learning environment. Educational Technology Research and Development, 54(4), 331–354.

    Article  Google Scholar 

  • Buchs, C., & Butera, F. (2009). Is a partner’s competence threatening during dyadic cooperative work? It depends on resource interdependence. European Journal of Psychology of Education, 24(2), 145–154.

    Article  Google Scholar 

  • Buchs, C., Butera, F., & Mugny, G. (2004). Resource interdependence, student interactions and performance in cooperative learning. Educational Psychology, 24(3), 291–314.

    Article  Google Scholar 

  • Buchs, C., Gilles, I., Dutrévis, M., & Butera, F. (2011). Pressure to cooperate: Is positive reward interdependence really needed in cooperative learning? British Journal of Educational Psychology, 81(1), 135–146.

    Google Scholar 

  • Buchs, C., Pulfrey, C., Gabarrot, F., & Butera, F. (2010). Competitive conflict regulation and informational dependence in peer learning. European Journal of Social Psychology, 40(3), 418–435.

    Google Scholar 

  • Cheung, Y. B. (2002). Zero-inflated models for regression analysis of count data: A study of growth and development. Statistics in Medicine, 21(10), 1461–1469.

    Article  Google Scholar 

  • Engelmann, J. M., Herrmann, E., & Tomasello, M. (2012). Five-year olds, but not chimpanzees, attempt to manage their reputations. PLoS ONE, 7(10), e48433. https://doi.org/10.1371/journal.pone.0048433.

    Article  Google Scholar 

  • Engelmann, J. M., Over, H., Herrmann, E., & Tomasello, M. (2013). Young children care more about their reputation with ingroup members and potential reciprocators. Developmental Science, 16(6), 952–958.

    Google Scholar 

  • Gardner, W. L., & Gabriel, S. (2004). Gender differences in relational and collective interdependence: Implications for self-views, social behavior, and subjective well-being. In A. H. Eagly, A. E. Beall, & R. J. Sternberg (Eds.), The psychology of gender (pp. 169–191). New York, NY: Guilford Press.

    Google Scholar 

  • Gardner, W., Mulvey, E. P., & Shaw, E. C. (1995). Regression analyses of counts and rates: Poisson, overdispersed Poisson, and negative binomial models. Psychological Bulletin, 118(3), 392.

    Article  Google Scholar 

  • Hänze, M., & Berger, R. (2007). Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes. Learning and Instruction, 17(1), 29–41.

    Article  Google Scholar 

  • Holmes, J. G. (2002). Interpersonal expectations as the building blocks of social cognition: An interdependence theory perspective. Personal Relationships, 9(1), 1–26.

    Article  Google Scholar 

  • Hyde, J. S. (2014). Gender similarities and differences. Annual Review of Psychology, 65, 373–398.

    Article  Google Scholar 

  • Jensen, M., Johnson, D. W., & Johnson, R. T. (2002). Impact of positive interdependence during electronic quizzes on discourse and achievement. The Journal of Educational Research, 95(3), 161–166.

    Article  Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory into practice, 38(2), 67–73.

    Article  Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (2005). New developments in social interdependence theory. Genetic, Social, and General Psychology Monographs, 131(4), 285–358.

    Article  Google Scholar 

  • Johnson, D. W., Johnson, R., & Anderson, D. (1983). Social interdependence and classroom climate. The Journal of Psychology, 114(1), 135–142.

    Article  Google Scholar 

  • Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative learning: Improving university instruction by basing practice on validated theory. Journal on Excellence in University Teaching, 25(4), 1–26.

    Google Scholar 

  • Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19(3), 335–353.

    Article  Google Scholar 

  • Kurzban, R., Burton-Chellew, M. N., & West, S. A. (2015). The evolution of altruism in humans. Annual Review of Psychology, 66, 575–599.

    Article  Google Scholar 

  • Lew, M., Mesch, D., Johnson, D. W., & Johnson, R. (1986). Components of cooperative learning: Effects of collaborative skills and academic group contingencies on achievement and mainstreaming. Contemporary Educational Psychology, 11(3), 229–239.

    Article  Google Scholar 

  • Moser, K. S., & Wodzicki, K. (2007). The effect of reward interdependence on cooperation and information-sharing intentions. Swiss Journal of Psychology, 66(2), 117–127.

    Article  Google Scholar 

  • Myers, R. H., Montgomery, D. C., Vining, G. G., & Robinson, T. J. (2012). Generalized linear models: With applications in engineering and the sciences. Hoboken: Wiley.

    Google Scholar 

  • Nagelkerke, N. J. (1991). A note on a general definition of the coefficient of determination. Biometrika, 78(3), 691–692.

    Article  Google Scholar 

  • Nam, C. W., & Zellner, R. D. (2011). The relative effects of positive interdependence and group processing on student achievement and attitude in online cooperative learning. Computers & Education, 56(3), 680–688.

    Article  Google Scholar 

  • Novak, J. D. (1998). Learning, creating, and using knowledge. Mahwah, NJ: Erlbaum.

    Google Scholar 

  • Nowak, M. A. (2006). Five rules for the evolution of cooperation. Science, 314(5805), 1560–1563.

    Article  Google Scholar 

  • Onwuegbuzie, A. J., Collins, K. M., & Jiao, Q. G. (2009). Performance of cooperative learning groups in a postgraduate education research methodology course The role of social interdependence. Active Learning in Higher Education, 10(3), 265–277.

    Article  Google Scholar 

  • Ortiz, A. E., Johnson, D. W., & Johnson, R. T. (1996). The effect of positive goal and resource interdependence on individual performance. The Journal of Social Psychology, 136(2), 243–249.

    Article  Google Scholar 

  • Ponitz, C. C., Rimm-Kaufman, S. E., Grimm, K. J., & Curby, T. W. (2009). Kindergarten classroom quality, behavioral engagement, and reading achievement. School Psychology Review, 38(1), 102.

    Google Scholar 

  • Rand, D. G., Arbesman, S., & Christakis, N. A. (2011). Dynamic social networks promote cooperation in experiments with humans. Proceedings of the National Academy of Sciences, 108(48), 19193–19198.

    Article  Google Scholar 

  • Rand, D. G., & Nowak, M. A. (2013). Human cooperation. Trends in Cognitive Sciences, 17(8), 413–425.

    Article  Google Scholar 

  • Rusbult, C. E., & Van Lange, P. A. (2003). Interdependence, interaction, and relationships. Annual Review of Psychology, 54(1), 351–375.

    Article  Google Scholar 

  • Rusbult, C. E., & Van Lange, P. A. (2008). Why we need interdependence theory. Social and Personality Psychology Compass, 2(5), 2049–2070.

    Article  Google Scholar 

  • Ryu, S., & Lombardi, D. (2015). Coding classroom interactions for collective and individual engagement. Educational Psychologist, 50(1), 70–83.

    Article  Google Scholar 

  • Schäfer, J., & Strimmer, K. (2005). A shrinkage approach to large-scale covariance matrix estimation and implications for functional genomics. Statistical Applications in Genetics and Molecular Biology, 4(1), 32.

    Article  Google Scholar 

  • Soller, A. (2001). Supporting social interaction in an intelligent collaborative learning system. International Journal of Artificial Intelligence in Education (IJAIED), 12, 40–62.

    Google Scholar 

  • Topping, K. J. (2005). Trends in peer learning. Educational Psychology, 25(6), 631–645.

    Article  Google Scholar 

  • Trivers, R. L. (1971). The evolution of reciprocal altruism. Quarterly Review of Biology, 46, 35–57.

    Article  Google Scholar 

  • Wang, J., Suri, S., & Watts, D. J. (2012). Cooperation and assortativity with dynamic partner updating. Proceedings of the National Academy of Sciences, 109(36), 14363–14368.

    Article  Google Scholar 

  • Zell, E., Krizan, Z., & Teeter, S. R. (2015). Evaluating gender similarities and differences using metasynthesis. American Psychologist, 70(1), 10.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. School of Biological Sciences, Washington State University, 297 Eastlick Hall, Pullman, WA, 99164-1227, USA

    Joshua Premo & Andy Cavagnetto

  2. Department of Teaching and Learning, Washington State University, 335 Cleveland Hall, Pullman, WA, 99164-1227, USA

    Andy Cavagnetto

Authors
  1. Joshua Premo
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Andy Cavagnetto
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Joshua Premo.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical approval

Approval for this work was granted by the Washington State University Institutional Review Board (IRB # 12954) prior to commencement of the study.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Premo, J., Cavagnetto, A. Priming students for whole-class interaction: using interdependence to support behavioral engagement. Soc Psychol Educ 21, 915–935 (2018). https://doi.org/10.1007/s11218-018-9445-y

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11218-018-9445-y

Keywords

Search

Navigation