Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes

Hänze, Martin; Berger, Roland

doi:10.1016/j.learninstruc.2006.11.004

Cited by 259 publications

(218 citation statements)

References 26 publications

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“…This finding is consistent with theoretical base of the SDT, which proposes that students' fulfillment of basic psychological needs in the classroom, facilitates their self-regulation for learning, academic performance and well being [3]. [8,9,10,12]. Based on the selfdetermination theory, fulfillment of basic psychological needs is influenced by the person's life environment, as well as his personality traits [29].…”

Section: Discussionsupporting

confidence: 82%

“…Moreover, studies have shown that fulfillment of students' basic psychological needs has positive effect on their academic achievement [10]. Also, researches indicate positive effect of basic psychological needs on intrinsic motivation [11,12].…”

Section: Self Determination Theorymentioning

confidence: 99%

“…Studies, concerning the effect of environmental http://www.ispacs.com/journals/metr/2014/metr-00050/ International Scientific Publications and Consulting Services supporting autonomy on fulfillment of students' basic psychological needs, consider more flexible environments such as classrooms i.e. teacher's supporting of students' autonomy [12,15]. These studies have dealt more with the effect of supporting autonomy in micro level (such as classrooms) on fulfillment of psychological needs and have ignored macro level while, based on the theory of ecological systems, factors of macro level like existing culture in schools could have strong effect on students' beliefs and behaviors [16].…”

Section: School Culture and Its Dimensionsmentioning

confidence: 99%

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School Culture, Basic Psychological Needs, Intrinsic Motivation and Academic Achievement: Testing a Casual Model

Gargari¹,

Amani-Saribaglou²,

Ghafour³

et al. 2014

Mathematics Education Trends and Research

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Culture is s common system of believes, values and artifacts that the members of a society use it in their relations, and it transfers from one generation to another. The school culture is a system of norms, meanings and values between school members. One of STD (self-determination theory) components is basic psychological needs that emphasizes on Relatedness, Competence and Autonomy to accomplish the motivation. Motivation involves the processes that energize, direct, and sustain behavior. It seems that school culture, basic psychological needs and motivation has immense effect on academic achievement. The purpose of the present research was to examine the relation between students' perceived school culture, basic psychological needs, intrinsic motivation and academic achievement in a causal model. 296 high school students (159 females and 137 males) in Tabriz, north -west of Iran, participated in this research and completed the students' perceived school culture questionnaire based on Hofstede's cultural dimensions (femininity, uncertainty avoidance, collectivism and power distance), basic psychological needs and intrinsic motivation. The results of the path analysis showed that fulfillment of basic psychological needs and intrinsic motivation has positive effect on academic achievement. Uncertainty avoidance and power distance have also negative effect on fulfillment of psychological needs, but the influence of femininity on this variable was positive. Also, collectivism has no significant effect on it. In general, the findings showed that if school culture supports students' autonomy, they will experience fulfillment of their basic psychological needs, and attain higher intrinsic motivation and academic achievement.

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Section: Discussionsupporting

confidence: 82%

Section: Self Determination Theorymentioning

confidence: 99%

Section: School Culture and Its Dimensionsmentioning

confidence: 99%

See 1 more Smart Citation

School Culture, Basic Psychological Needs, Intrinsic Motivation and Academic Achievement: Testing a Casual Model

Gargari¹,

Amani-Saribaglou²,

Ghafour³

et al. 2014

Mathematics Education Trends and Research

View full text Add to dashboard Cite

show abstract

“…Another important point is to encourage female and male students equally to participate actively in these discussions by, for example, in the classroom puzzle strategy [72]. Hänze and Berger [73], for example, revealed in their study on teaching settings in 12th grade physics classes that critical groups with a low-academic self-concept such as female students felt clearly more competent in learning environments, which were characterized by cooperative instruction than in the traditional teaching setting.…”

Section: Implications For Educational Practicementioning

confidence: 99%

Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

Lazarides

Ittel

2012

Child Development Research

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Using a person-centered research approach, the present study explored individual differences in students' perceptions of instructional quality in secondary school mathematics classes and their relations to students' self-concept and interest in mathematics. Drawing on data collected from 425 high school students from ten schools in Berlin, Germany (male: 53.2%; female: 46.3%), latent class analyses (LCA) revealed four distinct patterns of perceived quality of instruction. Almost half of the sample (46%) had a high likelihood of perceiving an overall low quality in mathematics classes. Those students reported particular low self-concept and interest in mathematics. Compared to male students, female students were significantly more likely to belong to this "challenging pattern." Consequences for educational practice are discussed and suggest that instruction in mathematics should take into account learners' highly individual ways of perceiving and evaluating their learning environment.

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“…Also, future studies should investigate the nature of relationships between online cooperative learning anxiety and other psychological, personal, and educational variables such as intrinsic motivation [6], [7], learning strategies [31], and learning belief [32], [33], that affect the learning process and achievement.…”

Section: Discussionmentioning

confidence: 99%

Development and Validation of the Online Cooperative Learning Anxiety Scale

Yoshida¹,

Tani²,

Uchida³

et al. 2016

IJIET

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Abstract-Anxiety is considered to be one of the key psychological contributing factors to learners' behavior, attitude and achievements in online cooperative learning. Online cooperative learning requires learners to operate the Internetbased learning system properly, learn autonomously and cooperate with others effectively with the aim of accomplishing a specific goal. In such a learning situation, it is anticipated that some learners might feel uneasy or fearful about using a computer and the Internet, monitoring and regulating their learning process, and communicating and collaborating with new acquaintances. However, few studies have focused on social aspects of learners' anxiety in online cooperative learning. This study purposed to identify learners' anxiety in online cooperative learning situations, and to develop and validate the online cooperative learning scale (OCLAS). As a result, 13 anxiety statements were identified as items for the OCLAS which includes three sub-scales: computer anxiety, communication anxiety, and online learning anxiety. 

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Cooperative learning, motivational effects, and student characteristics: An experimental study comparing cooperative learning and direct instruction in 12th grade physics classes

Cited by 259 publications

References 26 publications

School Culture, Basic Psychological Needs, Intrinsic Motivation and Academic Achievement: Testing a Casual Model

School Culture, Basic Psychological Needs, Intrinsic Motivation and Academic Achievement: Testing a Casual Model

Instructional Quality and Attitudes toward Mathematics: Do Self-Concept and Interest Differ across Students' Patterns of Perceived Instructional Quality in Mathematics Classrooms?

Development and Validation of the Online Cooperative Learning Anxiety Scale

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