Need supportive collaborative learning: are teachers necessary or do students support each other’s basic psychological needs?

Abstract

Some groups work together more successfully than other groups. These differences could depend on the extent to which students' basic psychological needs for autonomy, competence, and relatedness are supported during collaborative learning. The aim of the present study was to examine associations between need satisfaction and performance, and to examine whether students experience more need satisfaction and performed better if their teacher was present to offer support during collaborative learning. Students (N = 466) were randomly assigned to groups that were led by a teacher (N = 20 groups) or worked independently without teacher support (N = 129 groups). Results revealed that satisfaction of the needs for autonomy and competence was positively associated with performance, whereas relatedness satisfaction was negatively related to performance. Teacher-led groups and groups without a teacher present did not differ in need satisfaction or performance, indicating students are also able to offer each other support.

A Normal University’s Disciplinary Instruction: A Close Look at Book Lending

“…Since the lack of novelty in the issue materials and the alienation of scenarios from real-life difficulties frequently result in a calm and drowsy classroom environment, according to these scholars, any significant and long-lasting movement in this direction depends on a fundamental cultural transformation within universities that is characterized by a shift in authority away from academics and university administrators towards students (Hughes, 2023). The degree to which students' fundamental psychological demands for autonomy, competence, and relatedness are met during collaborative learning may be what makes these distinctions (Leeuwen, Hornstra, & Flunger, 2023). How to strike a balance between conveying topic knowledge and students' willingness to learn new things is the main problem in educational practice.…”