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Aspects of dynamics in motivation : What the cooperative situation and individual motivation contribute to motivation during computer-supported cooperative learning
Schoor, Cornelia; Bannert, Maria (2014): „Aspects of dynamics in motivation : What the cooperative situation and individual motivation contribute to motivation during computer-supported cooperative learning“. Bamberg: opus.
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Year of publication:
2014
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Ursprünglich in: Unterrichtswissenschaft : Zeitschrift für Lernforschung, 41 (2013), 4, S. 330 - 347
Year of first publication:
2013
Language:
English
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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.
Keywords: ;  ;  ;  ; 
motivation
stability
expectancy value model
situation
cooperative learning
Type:
Article
published:
June 30, 2014
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https://fis.uni-bamberg.de/handle/uniba/3147