Cooperative Learning and Peer Orientation Effects on Motivation and Achievement

Hancock, Dawson R.

doi:10.3200/joer.97.3.159-168

Cited by 80 publications

(49 citation statements)

References 21 publications

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“…Although social pessimism was significantly related to uncertainty, it did not hold any significant explanatory power. However, this tendency is in line with Hancock's (2004) results, showing a relation between a strong peer-orientation and better learning motivation. Social pessimism and task -avoidance also correlated significantly in this study.…”

Section: Discussionsupporting

confidence: 79%

“…It is not fully understood how students' goals, intentions and emotions interact within and across situations (Järvelä & Volet 2004). In terms of peer orientation, Hancock (2004) found in his study of graduate students that differences in achievement among those with high and low peer orientation were not statistically significant, although those with high peer orientation were significantly more motivated to learn. From a longitudinal perspective, it has been suggested that students' success expectations predict academic achievement and satisfaction, which in turn increase their subsequent success expectations (Nurmi, Aunola, Salmela-Aro & Lindroos, 2003).…”

Section: Strategies and Attributions In Achievement Situationsmentioning

confidence: 99%

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Certainty of career choice at the beginning of university studies - general strategies and attributions in achievement situations, and career motives

Hirsto

2012

Studies for the Learning Society

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The focus of this paper is on certainty of career choice at the beginning of university studies, and how this relates to students' career motives and more general strategies and attributions in achievement situations. The paper sample comprised 137 first-year students of theology, who completed a questionnaire developed on the basis of earlier studies on motives for studying theology and certainty of career choice. The questionnaire included a section on strategies and attributions in achievement situations (SAQ), a section covering the reasons and motives for starting to study theology and a scale measuring uncertainty of career choice. According to the results, uncertainty of career choice related positively to being assured of a place to study, and negatively to having a spiritual calling, a helping orientation and self-fulfillment. In the first year of university studies it also related positively to task avoidance and social pessimism, and negatively to success expectation. Stepwise regression analysis showed that being assured of a place to study, having a spiritual calling and low self-fulfillment explained 57 percent of the total variance. The strategies and attributions the students used in achievement situations were very modest predictors of uncertainty in career choice. Success expectation and task avoidance explained nine percent of the variance. Keywords: career motives; certainty of career choice; higher education; strategies and attributions in achievement situations; theology studentsStudents enter higher-educational institutions in order to study for an academic degree. However, there are many reasons why they fail to achieve this goal. Teaching, studying and learning processes are complex and are affected by many factors. From the systemic perspective, students live in environments defined by economic, technological, political, social and cultural structures (e.g. Bronfenbrenner, 1979;Hurrelmann, 1988). For example, academic education may be considered valuable in a society or one of its sub-cultures, but not in another. Families also have different perspectives and representations in terms of appreciating an academic degree. Society, sub-cultures and the family as well as schools, other institutions and peer -groups constitute the environment in which students construct their representations and find the motivation that drives their career choices. Motivational themes and persistence are thus significant in terms of understanding why students want to start and to continue studying. Duffy and Blustein (2005) argue that individuals who have a strong spiritual relationship with a higher power and are religious through intrinsic motivation tend to be more confident in their ability to make career decisions and are more open to exploring a variUnauthenticated Download Date | 5/9/18 12:22 PM SLS | NO 2-3 L. HIRSTO | Certainty of career choice at the beginning of university studies 36 ety of career options. There are also empirical indications that spirituality is one of the determinants of ...

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Section: Discussionsupporting

confidence: 79%

Section: Strategies and Attributions In Achievement Situationsmentioning

confidence: 99%

Certainty of career choice at the beginning of university studies - general strategies and attributions in achievement situations, and career motives

Hirsto

2012

Studies for the Learning Society

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“…Hal tersebut sesuai dengan pernyataan dari Hancock (2004) yang menyatakan bahwa pembelajaran yang dilakukan bersama teman sebaya dapat menghilangkan kecanggungan pada siswa karena bahasa yang digunakan lebih mudah dipahami sehingga dapat mengurangi rasa enggan, rendah diri, ataupun malu untuk bertanya dan meminta bantuan.…”

Section: Hasil Dan Pembahasaunclassified

“…Hancock (2004) menyatakan bahwa dorongan teman dalam kelompok untuk mencapai faktor akademik yang lebih baik akan membuat siswa termotivasi belajar secara baik, siap dengan pekerjaan dan tugas-tugas yang diberikan, serta menjadi penuh perhatian selama jam pelajaran.…”

Section: Hasil Dan Pembahasaunclassified

Pengaruh Metode Student Team Achievement Division (Stad) Terhadap Motivasi Belajar Bahasa Jawa

Aisah

Alsa

2016

HUMANITAS

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“…Collaboration, whether in class or online is a complex psycho-social phenomenon with its own inherent problems and possibilities that are difficult even for trained professionals to manage on-site in a classroom with the advantages of verbal, body and spoken language. In the process of trying to accommodate as many learning styles as possible in the design of online teaching models, it should emphasized that not everyone works best in a collaborative context (Hancock, 2004). In an online situation many more problems can arise, as most email users already know, and misunderstandings can result in collaborative crashes, creating damage that can not easily be repaired by an absent third party.…”

Section: Online Vs Traditional Teachingmentioning

confidence: 99%

The virtual learning future

Westbrook

2006

Teaching in Higher Education

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Cooperative Learning and Peer Orientation Effects on Motivation and Achievement

Cited by 80 publications

References 21 publications

Certainty of career choice at the beginning of university studies - general strategies and attributions in achievement situations, and career motives

Certainty of career choice at the beginning of university studies - general strategies and attributions in achievement situations, and career motives

Pengaruh Metode Student Team Achievement Division (Stad) Terhadap Motivasi Belajar Bahasa Jawa

The virtual learning future

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