A review of the literature on cooperative, competitive, and independent reward structures and performance is presented, and conclusions are drawn which reformulate current beliefs about the interaction between reward structure and task structure. A brief theory of reward structure and performance is described, and conditions under which cooperative structures may be more effective than competitive ones are outlined. A review of the literature on reward structure and social connectedness strongly suggests that cooperative reward structures may have considerable utility in increasing attractions and reducing hostility between students. A technique which has had positive effects on both academic performance and social connectedness, Teams-Games-Tournament (TGT), is described, and suggestions are made for a direction for further research. (Author)