Quality of college students' experiences during cooperative learning

Social Psychology of Education

Volumn 7, Issue 2, 2004, Pages 161-183

  Peterson, Sarah E ^a   Miller, Jeffrey A ^a  

^a DUQUESNE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3843148282     PISSN: 13812890     EISSN: None     Source Type: Journal    
DOI: 10.1023/B:SPOE.0000018522.39515.19     Document Type: Conference Paper

References (44)

1. Anderman, L.H. & Anderman, E.M. (2000). Considering contexts in educational psychology: introduction to the special issue. Educational Psychologist, 35, 67-68.
2. Aronson, E., Blaney, N., Stephan, C., Sikes, J. & Snapp, M. (1978). The jigsaw classroom. Beverly Hills, CA: Sage.
3. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.
4. Bandura, A. (1997). Self-efficacy: the exercise of control. New York: Freeman.
5. Battistich, V., Solomon, D. & Delucchi, K. (1993). Interaction processes and student outcomes in cooperative learning groups. The Elementary School Journal, 94, 19-32.
6. Brickner, M.A., Harkins, S.G. & Ostrom, T.M. (1986). Effects of personal involvement: thought-provoking implications for social loafing. Journal of Personality and Social Psychology, 51, 763-769.
7. Cohen, E.G. (1994). Restructuring the classroom: conditions for productive small groups. Review of Educational Research, 64, 1-35.
8. Covington, M. (1999). Caring about learning: the nature and nurturing of subject-matter appreciation. Educational Psychologist, 34, 127-136.
9. Csikszentmihalyi, M. (1990). Flow: the psychology of optimal experience. New York: Harper & Row.
10. Csikszentmihalyi, M. & Schneider, B. (2000). Becoming adult: how teenagers prepare for the world of work. New York: Basic Books.
11. Csikszentmihalyi, M., Rathunde, K. & Whalen, S. (1993). Talented teenagers: the roots of success and failure. New York: Cambridge University Press.
12. DeBacker, T.K., Nelson, R.M., Duke, B. & Waters, E. (April 2002). Relationships among achievement goals, social goals, and peer nominations of behavior during small group work in junior and senior high students. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
13. Deci, E.L., Vallerand, R.J., Pelletier, L.G. & Ryan, R.M. (1991). Motivation and education: the self-determination perspective. Educational Psychologist, 26, 325-346.
14. Dobos, J.A. (1996). Collaborative learning: effects of student expectations and communication apprehension on student motivation. Communication Education, 45, 118-134.
15. Gabriele, A.J. & Montecinos, C. (2001). Collaborating with a skilled peer: the influence of achievement goals and perceptions of partners' competence on the participation and learning of low-achieving students. Journal of Experimental Education, 69, 152-178.
16. Greene, B. & Miller, R. (1996). Influences on achievement: goals, perceived ability, and cognitive engagement. Contemporary Educational Psychology, 21, 181-192.
17. Hertz-Lazarowitz, R., Kirkus, V.B. & Miller, N. (1992). Implications of current research on cooperative interaction for classroom application. In R. Hertz-Lazarowitz & N. Miller (Eds.), Interaction in cooperative groups; New York: Cambridge University Press pp. 253-280.
18. Hickey, D.T. (1997). Motivation and contemporary socio-constructivist instructional perspectives. Educational Psychologist, 32(3), 175-193.
19. Johnson, D.W. & Johnson, R.T. (1994). Learning together and alone: cooperative, competitive, and individualistic learning (4th edn). Boston: Allyn & Bacon.
20. Kempler, T.M., Linnenbrink, E.A., Zusho, A. & Maehr, M.L. (April 2002). Encouraging adaptive patterns of learning in collaborative groups: the role of social and motivational processes. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
21. King, C.V., Fogg, R.J. & Downey, R.G. (April 1998). Mean substitution for missing items: sample size and the effectiveness of the technique. 13th Annual Meeting for the Society of Industrial and Organizational Psychology, Dallas, TX.
22. Kinsella, K. & Sherak, K. (1995). Initiating ESL students to the cooperative college classroom. Cooperative Learning and College Teaching, 5(2), 6-10.
23. Little, R.J.A. (1992). Regression with missing X's: a review. Journal of the American Statistical Association, 87, 1227-1237.
24. Miller, R.B., Behrens, J.T., Greene, B.A. & Newman, D. (1993). Goals and perceived ability: impact on student valuing, self-regulation, and persistence. Contemporary Educational Psychology, 18, 2-14.
25. Mitchell, M. (1993). Situational interest: its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85, 424-436.
26. Moss, C.M. & McCown, R.R. (April 1998). Using principles of educational psychology to foster web-based collaboration among practicing and aspiring teachers. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.
27. Nichols, J. & Miller, R.B. (1994). Cooperative learning and motivation. Contemporary Educational Psychology, 19, 167-178.
28. Onwuegbuzie, A.J. (2001). Relationship between peer orientation and achievement in cooperative learning-based research. Journal of Educational Research, 94, 164-170.
29. Pajares, F. (1996). Self-efficacy beliefs in academic settings. Review of Educational Research, 66, 543-578.
30. Paris, S.G. & Turner, J.C. (1994). Situated motivation. In P.R. Pintrich, D.R. Brown, & C.E. Weinstein (Eds.), Student motivation, cognition, and learning: Essays in honor of Wilbert J. McKeachie. Hillsdale, NJ: Lawrence Erlbaum.
31. Peterson, S.E. (1992). College students' attributions for performance on cooperative group tasks. Contemporary Educational Psychology, 17, 114-124.
32. Peterson, S.E. (1993). The effects of prior achievement and group outcome on attributions and affect in cooperative tasks. Contemporary Educational Psychology, 18, 479-485.
33. Pintrich, P. (2000). Multiple goals, multiple pathways: the role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544-555.
34. Quinn, G.P. & Griffin, B.W. (1998). Students' motivational needs and satisfaction in relation to achievement within a cooperative-learning setting. Journal on Excellence in College Teaching, 9, 109-121.
35. Reed, J.H. & Schallert, J.H. (1993). The nature of involvement in academic discourse tasks. Journal of Educational Psychology, 85, 253-266.
36. Roedel, T.D., Schraw, G. & Plake, B.S. (1994). Validation of a measure of learning and performance goal orientations. Educational and Psychological Measurement, 54, 1013-1021.
37. Sivan, E. (1986). Motivation in social constructivist theory. Educational Psychologist, 21, 209-233.
38. Slavin, R.E. (1995). Cooperative learning: theory, research, and practice (2nd edn). Boston: Allyn & Bacon.
39. Slavin, R.E. (1996). Research on cooperative learning and achievement: what we know, what we need to know. Contemporary Educational Psychology, 21, 43-69.
40. Turner, J.C. (2001). Using context to enrich and challenge our understanding of motivational theory. In S. Volet and S. Jarvela (Eds.) Motivation in learning contexts: theoretical advances and methodological implications. Amsterdam: Pergamon.
41. Turner, J.C., Cox, K.E., DiCintio, M., Meyer, D.K., Logan, C. & Thomas, C.T. (1998). Creating contexts for involvement in mathematics. Journal of Educational Psychology, 90, 730-745.
42. Webb, N.M. (1991). Task-related verbal interaction and mathematics learning in small groups. Journal for Research in Mathematics Education, 22, 366-389.
43. Webb, N.M. & Palincsar, A.S. (1996). Group processes in the classroom. In D. Berliner & R. Calfee (Eds.), Handbook of educational psychology. New York: Macmillan; pp. 841-873.
44. Webb, N.M., Farivar, S.H. & Mastergeorge, A.M. (2002). Productive helping in cooperative groups. Theory into Practice, 41, 13-20.