Schoor, CorneliaCorneliaSchoor0000-0002-6820-2851Bannert, MariaMariaBannert2019-09-192014-06-302014https://fis.uni-bamberg.de/handle/uniba/3147This 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.engmotivationstabilityexpectancy value modelsituationcooperative learningarticleurn:nbn:de:bvb:473-opus4-69075