Aspects of dynamics in motivation: What the cooperative situation and individual motivation contribute to motivation during computer-supported cooperative learning

Cornelia Schoor, Maria Bannert

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

Abstract

This research sought to look more closely at dynamic aspects of learning motivation. Based on the assumption that motivation is a function of person and situation, we posited the question to what extent several motivational constructs are influenced by a change from an individual to a cooperative learning situation. To this end we used the data from an empirical study on computer-supported cooperative learning involving N = 200 university students who initially learned in an individual and afterwards in a cooperative situation. In both phases, different motivation constructs were measured before, during and after learning. Motivational constructs were chosen following an expectancy-value approach to motivation. A structural equation model showed that motivational constructs measured before learning in a cooperative situation were to a large degree predicted by the respective motivation construct measured before learning in the individual situation. Whereas motivation during and after learning was largely predicted by a latent factor for the cooperative situation indicating that motivation constructs that were measured during and after learning were more situation- specific. Several possible explanations for this result are discussed.

Original languageEnglish
Pages (from-to)330-347
Number of pages18
JournalUnterrichtswissenschaft
Volume41
Issue number4
StatePublished - 2013
Externally publishedYes

Keywords

  • Cooperative learning
  • Dynamics
  • Expectancy value model
  • Individual learning
  • Learning
  • Motivation
  • Situation
  • Stability

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