This study explores the importance of the group context in the emergence of leadership, dominance, and group effectiveness in children’s cooperative learning groups. Using achievement goal orientation as a framework, six groups performed a math task under a mastery condition, whereas four groups performed a math task under a performance condition. Under the performance condition, group members exhibited more dominance and negative behaviors, whereas under the mastery condition, group members exhibited more leadership and positive behaviors. Also, under the performance condition, groups were not as effective in cooperatively completing the math task because of negative communication, member dissonance, and isolation, whereas under the mastery condition, groups were more effective, demonstrating positive communication, group cohesion, and a shared responsibility in completing the math task. Implications for classroom practice are discussed.
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