Interaction between Handicapped and Nonhandicapped Teenagers as a Function of Situational Goal Structuring

Implications for Mainstreaming

Bibliographic Data

ID8220992
AuthorsRoger T Johnson (University of Minnesota System, corresponding author), Roger Johnson (University of Minnesota, corresponding author), John Rynders (University of Minnesota), John E Rynders (University of Minnesota System), David W Johnson (0000-0001-5491-3460, University of Minnesota), Bernie Schmidt (Minneapolis Schools), Sajjad Haider (0000-0002-2140-2469, Minneapolis Schools)
Year1979
Volume16
Issue2
Pages161-167
Publication date1979-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAmerican Educational Research Journal (JOURNAL)
Journal identifiersISSN: 0002-8312 • E-ISSN: 1935-1011
PublisherAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/00028312016002161
OpenAlexW2078111083
LanguageEN
Citations received4
References cited11

The effects of cooperative, individualistic, and laissez faire goal structures were compared on interpersonal interaction and attraction between nonhandicapped junior high school students and high trainable mentally retarded peers participating in six weekly sessions of a bowling class. The results indicate that considerably more positive interactions took place between the nonhandicapped and the handicapped students in the cooperative condition than in the individualistic or laissez faire conditions

Developmental psychology · Individualism · Interpersonal communication · Interpersonal relationship · Mainstreaming · Mathematics education · Situational ethics · Special education · Behavioral and Psychological Studies · Disability Education and Employment · Motivation and Self-Concept in Sports · Psychology · Social Psychology

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