This study examines the effects of cooperative versus competitive goal structures on the subsequent willingness of fourth-grade children to help each other by testing three hypotheses: a) nonwinners will express lack of goodwill toward the winner in the competitive situation; b) children in the cooperative situation will evaluate their learning experience more favorably than nonwinners but less favorably than winners in the competitively structured situation; and c) female subjects will have a tendency to help others more than male subjects, regardless of the learning situation. One hundred-eighty subjects were randomly assigned to learning groups of three each. Members of the cooperative groups worked together as a group to make up a story, and all were rewarded. Members of the competitive group worked independently, and only one person was rewarded. Subjects were then given a prize-giving task and a toy take-away task. Finally, the winners chose prizes, and the others received pads of paper for participating. Results indicated that a) children in a cooperative learning environment are more likely to show goodwill toward others than are nonwinners in a competitive environment; b) winners in the competitive situation viewed the learning experience positively while nonwinners viewed it negatively, and c) data supported the prediction of sex differences. (Eleven tables and a 14-item bibliography are included.) (PD)