Student motivation in a cooperative learning context
Authors
Ševkušić, SlavicaContributors
Lalić-Vučetić, NatašaBodroški Spariosu, Biljana
Komar, Zvonimir
Book part (Published version)
Metadata
Show full item recordAbstract
The aim of this paper is to point out the role and potential of cooperative
learning, as an instructional strategy in developing students’ motivation to learn.
First, in the context of numerous studies that confirm the importance of peer
relationships for the overall development of children and youth, we analyse
the mechanisms through which social competence and social relationships
contribute to motivation and achieving academic goals. Different instructional
strategies based on students’ social relations and group support in the
classroom are briefly presented, and key differences between group work,
collaborative and cooperative learning are highlighted. Also, we analyse how
the basic structural elements of cooperative approach, such as group goals,
positive interdependence, individual responsibility, autonomy in work, learning
social skills, discussion and group problem solving, contribute to student
motivation. Finally, a review of research on the effects of cooperativ...e learning
on different motivational variables (for example, student engagement, situational
interests, self-competence, goal orientation), in different school subjects and
levels of schooling is made.
Keywords:
student motivation / cooperative learning / peer relationships / social competence / schoolSource:
Motivation in education: challenges and different perspectives in research, 2023, 97-118Publisher:
- Belgrade : Institute for Educational Research
Funding / projects:
- Ministry of Science, Technological Development and Innovation of the Republic of Serbia, institutional funding - 200018 (Institute for Educational Research, Belgrade) (RS-MESTD-inst-2020-200018)
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Institution/Community
IPITY - CHAP AU - Ševkušić, Slavica PY - 2023 UR - http://ipir.ipisr.org.rs/handle/123456789/1031 AB - The aim of this paper is to point out the role and potential of cooperative learning, as an instructional strategy in developing students’ motivation to learn. First, in the context of numerous studies that confirm the importance of peer relationships for the overall development of children and youth, we analyse the mechanisms through which social competence and social relationships contribute to motivation and achieving academic goals. Different instructional strategies based on students’ social relations and group support in the classroom are briefly presented, and key differences between group work, collaborative and cooperative learning are highlighted. Also, we analyse how the basic structural elements of cooperative approach, such as group goals, positive interdependence, individual responsibility, autonomy in work, learning social skills, discussion and group problem solving, contribute to student motivation. Finally, a review of research on the effects of cooperative learning on different motivational variables (for example, student engagement, situational interests, self-competence, goal orientation), in different school subjects and levels of schooling is made. PB - Belgrade : Institute for Educational Research T2 - Motivation in education: challenges and different perspectives in research T1 - Student motivation in a cooperative learning context EP - 118 SP - 97 UR - https://hdl.handle.net/21.15107/rcub_ipir_1031 ER -
@inbook{ author = "Ševkušić, Slavica", year = "2023", abstract = "The aim of this paper is to point out the role and potential of cooperative learning, as an instructional strategy in developing students’ motivation to learn. First, in the context of numerous studies that confirm the importance of peer relationships for the overall development of children and youth, we analyse the mechanisms through which social competence and social relationships contribute to motivation and achieving academic goals. Different instructional strategies based on students’ social relations and group support in the classroom are briefly presented, and key differences between group work, collaborative and cooperative learning are highlighted. Also, we analyse how the basic structural elements of cooperative approach, such as group goals, positive interdependence, individual responsibility, autonomy in work, learning social skills, discussion and group problem solving, contribute to student motivation. Finally, a review of research on the effects of cooperative learning on different motivational variables (for example, student engagement, situational interests, self-competence, goal orientation), in different school subjects and levels of schooling is made.", publisher = "Belgrade : Institute for Educational Research", journal = "Motivation in education: challenges and different perspectives in research", booktitle = "Student motivation in a cooperative learning context", pages = "118-97", url = "https://hdl.handle.net/21.15107/rcub_ipir_1031" }
Ševkušić, S.. (2023). Student motivation in a cooperative learning context. in Motivation in education: challenges and different perspectives in research Belgrade : Institute for Educational Research., 97-118. https://hdl.handle.net/21.15107/rcub_ipir_1031
Ševkušić S. Student motivation in a cooperative learning context. in Motivation in education: challenges and different perspectives in research. 2023;:97-118. https://hdl.handle.net/21.15107/rcub_ipir_1031 .
Ševkušić, Slavica, "Student motivation in a cooperative learning context" in Motivation in education: challenges and different perspectives in research (2023):97-118, https://hdl.handle.net/21.15107/rcub_ipir_1031 .