The relationship between the quality of cooperative learning, students' goal preferences, and perceptions of contextual factors in the classroom

Scandinavian Journal of Psychology

Volumn 47, Issue 1, 2006, Pages 9-21

  Hijzen, Daphne ^a   Boekaerts, Monique ^a   Vedder, Paul ^a  

^a LEIDEN UNIVERSITY   (Netherlands)

Author keywords

Contextual factors; Cooperative learning; Motivation; Vocational education

Indexed keywords

ADOLESCENT; ADULT; ARTICLE; ATTITUDE; CLINICAL TRIAL; COOPERATION; FEMALE; GROUP PROCESS; HUMAN; LEARNING; MALE; MIDDLE AGED; MOTIVATION; MULTICENTER STUDY; NETHERLANDS; PSYCHOLOGICAL ASPECT; SEX DIFFERENCE; SOCIAL SUPPORT; STUDENT; VOCATIONAL EDUCATION;

ADOLESCENT; ADULT; ATTITUDE; COOPERATIVE BEHAVIOR; FEMALE; GOALS; GROUP PROCESSES; HUMANS; LEARNING; MALE; MIDDLE AGED; MOTIVATION; NETHERLANDS; SEX FACTORS; SOCIAL SUPPORT; STUDENTS; VOCATIONAL EDUCATION;

EID: 33644852693     PISSN: 00365564     EISSN: 14679450     Source Type: Journal    
DOI: 10.1111/j.1467-9450.2006.00488.x     Document Type: Article

References (70)

1. Ames, C. & Archer, J. (1988). Achievement goals in the classroom: Students' learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.
2. Anderman, L. H. (1999). Expanding the discussion of social perceptions and academic outcomes: Meachanisms and contextual influences. In M. L. Maehr & P. R. Pintrich (Series Eds.) and T. Urdan (Vol. Ed.), Advances in motivation and achievement: Vol. II. The role of context (Vol. 11, pp. 303-336). Stamford, CT: JAI.
3. Boekaerts, M. (1987). Situation-specific judgments of a learning task versus overall measures of motivational orientation. In E. De Corte, H. Lodewijks, R. Parmentier & P. Span (Eds.), Learning and instruction: European research in an international context (Vol. 1, pp. 169-179). Oxford: Pergamon.
4. Boekaerts, M. (1998). Coping in context: Goal frustration and goal ambivalence in relation to academic and interpersonal goals. In E. Frydenberg (Ed.), Learning to cope: Developing as a person in complex societies (pp. 175-197). Oxford: Oxford University Press.
5. Boekaerts, M. (2003). Adolescence in Dutch culture: A self-regulation perspective. In F. Pajares & T. Urdan (Eds.), Adolescence and education: An international perspective (Vol. III, pp. 101-124). Greenwich, CT: Information Age Publishing.
6. Boekaerts, M. & Corno, L. (2005). Self-regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 24, 199-231.
7. Boekaerts, M., De Koning, E. & Vedder, P. (in press). Goal-directed behavior and contextual factors in the classroom: an innovative approach to the study of multiple goals. Educational Psychologist.
8. Boekaerts, M. & Minnaert, A. (2003). Assessment of students' feelings of autonomy, competence, social relatedness: A new approach to measuring the quality of the learning process through self-assessment. In M. S. R. Segers, F. J. R. C. Dochy & E. C. Cascallar (Eds.), Optimizing new methods of assessment: In search of quality and standards (pp. 225-246). Dordrecht, The Netherlands: Kluwer Academic Publishers.
9. Boekaerts, M., Pintrich, P. & Zeidner, M. (2000). Handbook of self-regulation. San Diego: Academic Press.
10. Boggiano, A. K., Main, D. S., Flink, C., Barrett, M., Silvern, L. & Katz., P. A. (1989). A model of achievement in children: The role of controlling strategies in helplessness and affect. In R. Schwarzer, H. M. van der Ploeg & C. D. Spielberger (Eds.), Advances in test anxiety research (Vol. 6, pp. 13-26). Amsterdam: Swets & Zeitlinger.
11. Brenner, E. & Salovey, P. (1997). Emotional regulation during childhood: Developmental, interpersonal and individual considerations. In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 168-192). New York: Basic Books.
12. Charlesworth, W. & Dzur, C. (1987). Gender comparisons of preschoolers behavior and resource utilization in group problem-solving. Child Development, 58, 191-200.
13. Chin, W., Salisbury, D., Pearson, A. & Stollak, M. (1999). Perceived cohesion in small groups. Small Group Research, 30, 751-766.
14. Cohen, E. G. (1994). Restructuring the classroom: Conditions for productive small groups. Review of Educational Research, 64, 1-35.
15. Connell, J. P. & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-esteem processes. In M. R. Gunnar & L. A. Sroufe (Eds.), Minnesota Symposium on Child Psychology (pp. 43-77). Hillsdale, NJ: Erlbaum.
16. Cordova, D. I. & Lepper, M. R. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88, 715-730.
17. Cosden, M., Pearl, R. & Bryan, T.H. (1985). The effects of cooperative and individual goal structures on learning disabled and nondisabled students. Exceptional Children, 52, 103-114.
18. Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51, 171-198.
19. Deci, E. L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Publishing Co.
20. Dowson, M. & McInerney, D. (2001). Psychological parameters of students' social and work voidance goals: A qualitative investigation. Journal of Educational Psychology, 35-42.
21. Dweck, C. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040-1048.
22. Eccles, J. (1987). Gender roles and women's achievement-related decisions. Psychology of Women Quarterly, 11, 135-72.
23. Eccles, J. & Midgley, C. (1989). Stage/environment fit: Developmentally appropriate classrooms or young adolescents. In R. E. Ames & C. Ames (Eds.), Research on motivation and education, (Vol. 3, pp. 139-186). New York: Academic Press.
24. Ford, M. E. (1992). Motivating humans: Goals, emotions, and personal agency. Newbury Park, CA: Sage.
25. Ford, M. E. & Nichols, C. W. (1991). Using a goal assessment to identify motivational patterns and facilitate behavorial regulation and achievement. In M. Maehr & P. R. Pintrich (Eds), Advances in motivation and achievement: Vol. 7. Goals and self-regulatory processes (pp. 61-84). Greenwich, CT: JAI Press.
26. Gagné, M. & Zuckermann, M. (1999). Performance and learning goal orientations as moderators of social loafing and social facilitation. Small Group Research, 30, 524-541.
27. Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Basic Books.
28. Gardner, A., Mason, C. & Matyas, M. L. (1989). Equity, excellence and "just plain good teaching". The American Biology Teacher, 51, 72-77.
29. Gillies, R. & Ashman, A. (1996). Teaching collaborative skills to primary school children in classroom-based workgroups. Learning and Instruction, 6, 187-200.
30. Greene, B. A., Miller, R. B., Crowson, H. M., Duke, B. L. & Akey, K. L. (2004). Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation. Contemporary Educational Psychology, 29, 462-482.
31. Hertz-Lazorowitz, R. & Miller, N. (1992). Interaction in cooperative groups. New York: Cambridge University Press.
32. Hickey, D. T. & Granade, J. (2004). The influence on sociocultural on our theories of engagement and motivation. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited on sociocultural influences on motivation and engagement (Vol. 4, pp. 223-247).Greenwich, CT: Information Age Publishing.
33. Hijzen, D. (2001). Report on the Construction of CL Questionnaires. Unpublished manuscript. Leiden University.
34. Hock, D., Van den Eeden, P. & Terwel, J. (1999). The effects of integrated social and cognitive strategy instruction on mathematics achievements in secondary education. Learning and Instruction, 9, 427-448.
35. Johnson, D. W. & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Company.
36. Johnson, D. W. & Johnson, R. T. (1994). Learning together and alone: Cooperative, competitive, and individualistic learning. Englewood Cliffs, NJ: Prentice-Hall.
37. Johnson, D. W. & Johnson, R. T. (2002). Learning together and alone: Overview and meta-analysis. Asia Pacific Journal of Education, 22, 95-105.
38. Lemos, M. (1996). Students' and teachers' goals in the classroom. Learning and Instruction, 2, 151-171.
39. Lemos, M. (2002). Social and emotional processes in the classroom setting: A goal approach. Anxiety, Stress & Coping, 15, 383-400.
40. McInerney, D. M., Hinkley, H., Dowson, M. & Van Etten, S. (1998). Children's beliefs about success in the classroom: Are there cultural differences? Journal of Educational Psychology, 90, 621-629.
41. Mueller, C. M. & Dweck, C. S. (1998). Intelligence praise can undermine motivation and performance. Journal of Personality and Social Psychology, 75, 33-52.
42. Newman, R. & Schwager, M. (1993). Students' perceptions of the teacher and classmates in relation to reported help seeking in math. Elementary School Journal, 94, 1, 3-18.
43. Pintrich, P. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 545-555.
44. Organisation for Economic Co-operation and Development (2003). Education at a Glance, OECD Indicators 2003. Retrieved at February, 2004 at website: www.oecd.org/home, ISCED: http://www.uis.unesco.org/uisen/act/act_p/isced.html.
45. Ros, A. A. (1994). Samenwerking tussen leerlingen en effectief onderwijs [Cooperation between students and effective education]. Dissertation, Rijksuniversiteit Groningen.
46. Ryan, R. M. & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development and well-being. American Psychologist, 55, 68-78.
47. Salomon, G. & Perkins, D. N. (1998). Individual and social aspects of learning. In: P. D. Pearson & A. Iran-Nejad (Eds.), Review of Research in Education, 23 (pp. 1-24). Washington: American Educational Research Association.
48. Schapiro, S. R. & Livingstone, J. (2000). Dynamic self-regulation: The driving force behind academic achievement. Innovative Higher Education, 25, 23-35.
49. Schwartz, S. H. & Bardi, A. (2001). Value hierarchies across cultures: taking a similarities perspective. Journal of Cross-Cultural Psychology, 32, 268-290.
50. Severiens, S. & Ten Dam (1998). A multi-level meta-analysis of gender differences in learning orientations. British Journal of Educational of Psychology, 68, 595-608.
51. Shanahan, T. (1998). On the effectiveness and limitations of tutoring in reading. In P. D. Pearson & A. Iran-Nejad (Eds.), Review of Research in Education, 23 (pp. 217-234). Washington: American Educational Research Association.
52. Slavin, R. E. (1987). Developmental and motivational perspectives on cooperative learning: A reconciliation. Child Development, 58, 1161-1167.
53. Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd edn). Boston: Allyn and Bacon.
54. Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43-69.
55. Townsend, M. & Hicks, L. (1997). Classroom goal structures, social satisfaction and the perceived value of academic tasks. British Journal of Educational Psychology, 67, 1-12.
56. Urdan, T. (1997). Examining the relations among early adolescent students' goals and friends' orientations toward effort and achievement in school. Contemporary Educational Psychology, 22, 165-191.
57. Urdan, T. (1999) (Ed.), Advances in motivation and achievement, Vol. 11: Motivation in context. Stanford, CT: JAI Press.
58. Urdan, T. C. & Maehr, M. L. (1995). Beyond a two-goal theory of motivation and achievement: A case for social goals. Review of Educational Research, 65(3), 213-243.
59. Vedder, P. (1985). Cooperative learning: A study on processes and effects of cooperation between primary school children. Dissertation, Rijksuniversiteit Groningen.
60. Vedder, P., Boekaerts, M. & Seegers, G. (2005). Perceived social support and well being in schools; the role of students' ethnicity. Journal of Youth and Adolescence, 34, 235-246.
61. Veenman, S., Kenter, B. & Post, K. (2000). Cooperative learning in Dutch primary classrooms. Educational Studies, 26, 281-302.
62. Voncken, E., Van der Kuip, I., Moerkamp, T. & Felix, C. (2000). Je bent jong en je weet niet wat je wilt: Een inventarisatie van push- en pullfactoren die leiden tot voortijdig schoolverlaten in de BVE-sector [You are young and you do not know what you want: an inventory of push- and pull factors that lead to drop-out in secondary vocational education]. Amsterdam: SCO-Kohnstamm.
63. Webb, N. M. & Farivar, S. (1994). Promoting helping behavior in cooperative small groups in middle school mathematics. American Educational Research Journal, 31, 369-395.
64. Webb, N. M. & Palincsar, A. S. (1996). Group processes in the classroom. In D. C. Berliner & R. C. Calfee (Eds.), Handbook of educational psychology (pp. 841-873). New York: Simon & Schuster MacMillan.
65. Wentzel, K. R. (1991). Relations between social competence and academic achievement in early adolescence. Child Development, 62, 1066-1078.
66. Wentzel, K. R. (1993). Motivation and achievement in early adolescence: The role of multiple classroom goals. Journal of Early Adolescence, 13, 4-20.
67. Wentzel, K. R. (1994). Relations of social goal pursuit to social acceptance, classroom behavior, and perceived social support. Journal of Educational Psychology, 86, 173-182.
68. Wentzel, K. R. (1996). Social goals and social relationships as motivators of school adjustment. In J. Juvonen & K. R. Wentzel (Eds.), Social motivation: Understanding children's school adjustment. New York: Cambridge University Press.
69. Wentzel, K. & Wigfield, A. (1998). Academic and social motivational influences on students' academic performance. Educational Psychological Review, 10, 1555-1575.
70. Wigfield, A., Eccles, J. & Rodriquez, D. (1998). The development of children's motivation in school contexts. Review of Research in Education, 25, 73-118.