Effect of cooperative, competitive, and individualistic experiences on self-esteem of handicapped and nonhandicapped students.
Compared are the effects of cooperative, competitive, and individualistic learning experiences on the self-esteem and perceived personal acceptance by the teacher of nonhandicapped and severely handicapped students in a mainstream setting. Thirty students (18 nonhandicapped and 12 trainable retarded) were randomly assigned to conditions stratified on the basis of handicap and sex. They participated in a bowling class which met for one hour per week for eight weeks. The results indicate that those in the cooperative condition had higher self-esteem and perceived more personal acceptance from the teacher than did the students in the competitive and individualistic conditions. Handicapped students reported higher self-esteem than nonhandicapped students.
D000293:Adolescent; D003163:Competitive Behavior; D003299:Cooperative Behavior; D006233:Persons with Disabilities / Q000523:psychology*; D004314:Down Syndrome / Q000523:psychology; D004495:Education of Persons with Intellectual Disabilities; D004519:Education, Special; D005260:Female; D006801:Humans; D007206:Individuality; D008297:Male; D012649:Self Concept