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¶ … Social Interdependence
Stanne M. Johnson, D.W. & Johnson, R.T. (1999) Social Interdependence and Performance and Motor Performance: A Meta-Analysis. Psychological Bulletin. 125. 134-154.
Evaluate organization and writing style of author
This article attempts to evaluate the importance of positive forms social interdependence in such psychological factors as building student self-esteem and in creating more effective educational environments for students through the medium of cooperative learning. Firstly, the article attempts to define the concept of social interdependence. Then, it examines how theoretically social interdependence functions within positive and negative fashions, how it may be quantitatively measured in terms of alliances individuals feel towards different social groups, for example, and then why it is an important concept for social scientists and educators and how it may be deployed in cooperative learning situations.
Organizationally, for a theoretical paper the use of definition, statistics, and then specifics is admirable. However, the problem with the writing style is that the authors Stanne, Johnson and Johnson are (1999) are so theoretical in their approach as to what is essentially a humanistic concept, that of social relationships and interdependence, that the text is excessively dry and difficult to apply to the lived reality of human, functional existence in a way that might be useful to educators in, for instance, creating lesson plans. Most educators already make use...
The authors' first statistical graph table details the distinction between negative and positive dependence as overviews, but never provides examples as to what these different conceptual hermeneutics may entail. (Stanne, Johnson & Johnson, 1999, 935) Also, there could have been more details provided when contrasting negative forms of dependence, autonomy, and positive forms of social interdependence that still foster an individual's self-esteem and sense of competence within his or her social sphere. Positive interdependence is allied with the achievement of goals and objectives, however, the article is vague as to what such goals and objectives might be, which could span the range from good grades to positive self-esteem.
Identify what you learned about writing an academic paper
The use of data is extremely important in writing a cohesive academic paper, even one that attempts to define something as ephemeral as the sense a child or individual has of interdependence upon others and upon exterior social networks. Stanne, Johnson, and Johnson's use of data is extensive, although at times difficult to apply to his discussion of social interdependence conceptually, because the amount of raw data is so extensive and not thoroughly.…
One must commend the attempt to theoretically quantify and classify such a difficult and ephemeral concept as positive social forms of behavior. The author's stress upon the need for further use of small groups in educational practice, for instance, provides a practical template of behavior for the educator. (Stanne, Johnson & Johnson, 1999, 940) However, merely stressing the need for the positive use of social skills opens up the proverbial 'can of worms' in terms of teaching appropriate moral values to students within educational settings. Although ethics may be an appropriate subject of debate, particularly for older students, and learning to work well with others is a notable objective that educators must keep in mind, the practical application of this and expansion of this into the curriculum still remains vague after reading the article.
Identify areas for future research
Can schools foster positive networks of social relationships through group work alone, or must a sense of positive and mutual form of social interdependence arise from the home and the immediate community? Do students with strong civic affiliations in the form of churches and youth organizations demonstrate a greater ability to use cooperative work to their advantage in school? What role does gender and ethnicity play in this -- as girls are notable for their ability to form cooperative organizations earlier than boys and engage more in cooperative play, according to theorists such as Carol Gillian, might the stress upon social interdependence favor girls? Do ethnic social structures and ethnic affiliations within particular communities work for or against forming sense of social interdependence within school communities?
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