The Impact of Positive Goal and Resource Interdependence on Achievement, Interaction, and Attitudes

Abstract In past research on cooperation, all types of positive interdependence have been assumed to be equivalent. However, this assumption may be unwarranted. The authors compared the effects of positive goal interdependence and resource interdependence on achievement, interaction, and attitudes. Thirty undergraduate students were randomly assigned to groups for the purpose of comparing their response to positive goal interdependence and resource interdependence. The groups were then stratified for sex, minority status, and year in school. The students participated in the study during four 55-min class sessions. Positive goal interdependence resulted in higher achievement and better retention of what was learned, more task-oriented interaction, and more supportive relationships with peers and the instructor than resource interdependence did.