ABSTRACT

This study examines how different social interdependence structures influence students’ perceptions of anticipated affective learning, motivation, classroom communication apprehension, and classroom climate. Participants were randomly assigned one of three conditions (cooperative, competitive, and individualistic) and were asked to complete a short survey. The highest levels of affective learning and 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.

摘要

本研究考察了不同的社会相互依存结构如何影响学生对预期情感学习、动机、课堂交流恐惧和课堂气氛的看法。参与者被随机分配到三个条件（合作、竞争和个人主义）中的一个，并被要求完成一项简短的调查。在个人主义结构中发现了最高水平的情感学习和动机，其次是合作和竞争结构。在课堂交流恐惧方面，竞争结构的学生最担心，其次是合作结构和个人结构的学生。最后，