Student motivation in a cooperative learning context

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.