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

Faculty/Professorship: Empirical Educational Research 
Author(s): Schoor, Cornelia  ; Bannert, Maria
Publisher Information: Bamberg : opus
Year of publication: 2014
Pages: 9
Source/Other editions: Ursprünglich in: Unterrichtswissenschaft : Zeitschrift für Lernforschung, 41 (2013), 4, S. 330 - 347
Year of first publication: 2013
Language(s): English
Licence: German Act on Copyright 
URN: urn:nbn:de:bvb:473-opus4-69075
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
Year of publication: 30. June 2014

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