Risky prospects and risk aversion tendencies: does competition in the classroom depend on grading practices and knowledge of peer-status?

Burleigh, Tyler; Meegan, Daniel V.

doi:10.1007/s11218-017-9414-x

Cited by 2 publications

(2 citation statements)

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“…The competition involved at university can also be illustrated by the European official recommendations regarding credits: For students who pass, teachers have to use normative assessment with an a priori percentage of students that should obtain different grades, namely 10% of As, 25% of Bs, 30% of Cs, 25% of Ds, and 10% of Es [45]. This grading practice hinders the willingness to cooperate with a peer [46].…”

Section: Cooperative Learning In a Competitive Societymentioning

confidence: 99%

Dual Effects of Partner’s Competence: Resource Interdependence in Cooperative Learning at Elementary School

et al. 2021

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A partner’s competence should logically favor cooperative learning. However, research in cooperative learning has shown that a partner’s competence may or may not activate a threatening social comparison and yields dual effects: It is beneficial when students work on complementary information while it is detrimental when students work on identical information. Two studies conducted at elementary school (study 1 with 24 fourth graders working on encyclopedic texts, and study 2 with 28 fifth graders working on argumentative texts) replicated that interaction: Information distribution (complementary vs. identical information) moderated the relationship between partner’s competence and pupils’ learning outcomes. The relation between partner’s competence and students’ performances was positive when working on complementary information, but negative when working on identical information. A third study confirmed that working on identical information led to a competitive social comparison whereas complementary information reinforced the pupils’ cooperation perception. Contributions to cooperative learning research are discussed in terms of the competitive comparisons that may arise during cooperative learning at elementary school.

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Section: Cooperative Learning In a Competitive Societymentioning

confidence: 99%

Dual Effects of Partner’s Competence: Resource Interdependence in Cooperative Learning at Elementary School

et al. 2021

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“…Such practices emphasising motivations of self-interest, performance demonstration and social recognition would arguably render SE values particularly relevant in schools and could presumably affect cooperative learning use. Accordingly, experimental studies have found that the presence of normative grading practices (compatible with SE values) in learning situations hamper cooperation among pupils (Burleigh & Meegan, 2018;Hayek et al, 2017). Thus, we hypothesised that when contextual value priorities conflict with teachers' value priorities, the former can hinder the expression of the latter.…”

Section: The Interplay Between Personal and Contextual Valuesmentioning

confidence: 92%

Understanding motivation for implementing cooperative learning methods: a value-based approach

et al. 2021

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The implementation of cooperative learning methods remains disparate in primary schools despite their widely recognised benefits. To explain this paradox, we first examined whether teachers’ inclination towards cooperative methods is motivated by their values. Second, we tested whether motivational connections between personal values and cooperative methods are undermined when conflictual values are activated in context. Study 1 demonstrated that pre-service teachers strongly endorsed self-transcendence (ST) values (expressing compatible motivations with cooperation) relative to self-enhancement (SE) values (expressing conflictual motivations with cooperation). Adherence to ST values was also positively associated with their beliefs and attitudes regarding cooperative methods. In Studies 2, 3 and 4, educational sciences students were experimentally exposed to different contexts, wherein ST, SE or neutral values were promoted. Our findings indicate that when SE values were emphasised in the context, the positive association between ST values and beliefs/attitudes regarding cooperative methods disappeared. Although the results of Study 4 regarding the intention to use cooperative methods were not statistically significant, the pattern was similar. Finally, Study 5 showed that primary school teachers’ ST values positively predicted the self-reported use of cooperative methods when they perceived their school to weakly endorse SE values, but not when they perceived it to strongly endorse them.

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Risky prospects and risk aversion tendencies: does competition in the classroom depend on grading practices and knowledge of peer-status?

Cited by 2 publications

References 20 publications

Dual Effects of Partner’s Competence: Resource Interdependence in Cooperative Learning at Elementary School

Dual Effects of Partner’s Competence: Resource Interdependence in Cooperative Learning at Elementary School

Understanding motivation for implementing cooperative learning methods: a value-based approach

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