David W. Johnson (born 1940 in Muncie, Indiana) is a social psychologist whose research has focused on four overlapping areas:[1] cooperative, competitive, and individualistic efforts; constructive controversy; conflict resolution and peer mediation and experiential learning to teach interpersonal and small group skills.

Johnson's first published review of the research on cooperation and competition appeared in 1970 in his book, The Social Psychology of Education.

In the 1989 meta-analysis book,[12] the breath of social interdependence theory was extended to a wider range of outcomes and the internal dynamics of effective cooperation were more clearly delineated.

[12] More recently, in 2003, Johnson published a review of Social Interdependence Theory in the American Psychologist,[13] and in 2005 he and his brother published an update of the theory in Psychological Monographs[14] Over the past 40 years, in collaboration with his brother and colleagues, Johnson has published over 100 research studies on the impact of cooperative, competitive, and individualistic efforts on a wide variety of outcomes,[1] including achievement and productivity,[15] higher-level reasoning,[16] motivation,[17] perspective-taking,[18] social development,[19] social skills,[20] interpersonal attraction (among relatively homogeneous individuals, individuals from different ethnic and cultural groups, and handicapped and nonhandicapped individuals[21]), social support,[22] self-esteem,[23] and psychological health.

[24] He conducted a program of research to identify the factors that mediate the impact of cooperation, such as positive interdependence, individual accountability, promotive interaction, social skills, and group processing.

[2] Additionally, a network of staff development leaders (employed by school districts) have committed themselves to the long-term implementation of cooperative learning.

Cooperative Learning Centers can be found in Shanghai, Japan, Cyprus, Norway, Italy, and at multiple places in the United States and Canada.

[2] His work demonstrates the instructional and decision-making power of intellectual conflict and highlights the importance of training all citizens in a democracy in the controversy procedure to enable them to engage in constructive political discourse.

[2] Similar to procedures he followed in his work on social interdependence, Johnson published a review of the research relevant to constructive controversy.

[39] His theory of constructive conflict was first published in 1970 in his book, The Social Psychology of Education,[7] and then refined and elaborated in three subsequent books (Reaching Out,[40] Joining Together,[33] Human Relations and Your Career[41]) The theory was substantially revised in 1987 with the publication of Creative Conflict[34] and then finalized with the publication of Teaching Student To Be Peacemakers[42] in 1991.

In addition, he has published over 28 non-empirical articles and book chapters describing the nature of integrative negotiations and peer mediation, the research validating their use, and the operational procedures needed to engage in them.

[1] Finally, the Peacemaker Program has been implemented in elementary, secondary, and university settings throughout North America and many parts of the world.

Cooperative learning is being used in Armenia as a basic procedure for teaching elementary and secondary students the skills necessary to be a citizen in a democracy.

[44] Johnson has helped train teachers and administrators in Armenia to implement cooperative learning as part of a democratic citizenship program.

Constructive controversy is being used to teach elementary and secondary students how to be citizens in a democracy in such countries as Azerbaijan, Czech Republic, and Lithuania.

He has been active in politics, serving as Treasurer for the 2nd Ward in Minneapolis in the late 1960s and early 1970s, and ran for the Minnesota State Legislature twice in the 1990s.

[46] In 2011 he received the Alfred M. Wellner Distinguished Career Psychologist Award from the National Register of Health Service Providers in Psychology.

[1] In 1981 David Johnson, with his brother Roger and Geoffrey Maruyama, received the Gordon Allport Intergroup Relations Award,[52] presented by the Society for the Psychological Study of Social Issues[53] (Division 9 of the APA).

In 2001 they received the Distinguished Scholar Award from the Stress and Coping Special Interest Group of the American Educational Research Association.

In 2010 they received the Promise Award given by the Conflict Resolution and Violence Prevention Special Interest Group of the American Educational Research Association.

Also in 2010 David received the Jeffrey-Rubin Theory to Practice Award from the International Association for Conflict Management and the Program on Negotiation at the Harvard Law School.

In 2011 David received the Alfred M. Wellner Distinguished Career Psychologist Award given by the National Register of Health Service Providers in Psychology.