This dissertation is accessible only to the Illinois State University community.
- Off-Campus ISU Users: To download this item, click the "Off-Campus Download" button below. You will be prompted to log in with your ISU ULID and password.
- Non-ISU Users: Contact your library to request this item through interlibrary loan.
Date of Award
Thesis-ISU Access Only
Master of Science (MS)
School of Communication
John F. Hooker
Cheri J. Simonds
Students are often socialized to compete; yet, cooperative skills have become increasingly desirable in many workplace. In order to equip the current generation of college students with essential skills to work with others in their future careers, structuring cooperative tasks into college classrooms can be an effective instructional strategy. The goal of this study is to examine how different social interdependence structures (competition, individualistic, and cooperation) influence students’ affective learning, motivation, classroom communication apprehension, and perceptions of classroom climate. Participants were randomly assigned to conditions (competitive structure, individualistic structure, and cooperative structure) and were asked to complete a short survey after reading the scenarios for these conditions. The highest levels of affective learning as well as motivation were found in the individualistic structure, followed by the cooperative and competitive structures. Regarding classroom communication apprehension, students in the competitive structure were most apprehensive, followed by students in the cooperative and individualistic structures. Finally, both students in the cooperative structure and students in the individualistic structure viewed their classroom climate more favorably than students in the competitive classroom.
Vu, Nhung Cam, "The Role of Social Interdependence on Student Perceptions of Affective Learning, Motivation, Classroom Communication Apprehension, and Classroom Climate" (2020). Theses and Dissertations. 1211.