choices of goal structures in learning situation. For example, if reaching the goal requires competition, then as part of a "hidden curriculum" students will be learning how to compete, what it takes to compete, the rewards of competition, and so forth.
The authors state that students are also learning that reaching a goal requires a sense of separateness from others and a sort of triumph of one's individuality over another. On the other hand, they feel that the cooperative goal structure tends to provide a sense of identification or oneness among students, a process that facilitates incorporation of internalization of the learning and knowledge levels of all participants in the student team. As Johnson and Johnson (1974) put it, in the cooperative learning situation:
. . . when an individual behaves in such a way as to increase his chances of goal attainment, he increases the chances that the other members with whom he is linked will also achieve their goals . . . The psychological consequences of such a state o
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