The role of self- and social directed goals in a problem-based, collaborative learning context

Abstract

Students' learning goals demonstrate much stronger variety than traditional goal orientation models for classroom learning assume, especially when the educational context allows so. In this empirical study we will investigate the richness of students' goal orientation in a collaborative learning context. We do so with the help of a goal setting framework that is based on a two-facet approach distinguishing multiple contents (performance, learning, well-being) and goal directions (varying degrees of self vs social direction). To investigate the role of different goal constellations, goal setting and learning performance data of first year students (n = 2,636) in a problem-based, collaborative learning program, and evaluation data of problem-based tutorial groups (#groups = 206) are combined into a multilevel model. Each tutorial group functions in two different educational settings: one directed at open-ended, group problems, the other at closed, individual problems. Educational context appears indeed to have a crucial role in the relationship between students' goal setting at the one side, and students' performance and group functioning on the other side.

A Framework for Designing Scaffolds That Improve Motivation and Cognition

“…Furthermore, social responsibility goals can cause students to not want to let their group down, and thus work hard at the group task ( Hijzen, Boekaerts, & Vedder, 2007 ; Nelson & DeBacker, 2008 ). Some research indicates that female individuals tend to hold social goals that align with a desire to help their group more than male individuals ( Patrick, Hicks, & Ryan, 1997 ; Tempelaar et al, 2013 ; Wentzel et al, 2012 ).…”

Time preferences, study effort, and academic performance

“…1 3 Students were informed that these data would remain con…dential, and used in anonymous format for research purposes as well as improvement of QM1 education. Research using similar data from previous cohorts is described in Tempelaar et al (2012Tempelaar et al ( , 2013aTempelaar et al ( , 2013b). …”

“…We only consider …nal exam grades obtained on the …rst attempt and exclude results obtained on the resit. 38 We estimate the model using OLS, since the distribution of the GPA is not censored, as shown by Figure A5 in the appendix. Table 9 shows the results of regressing the GPA on time preferences and the same set of controls as before (except for whether tutors are sta¤ members or teaching assistants).…”

The Global Conference on Education and Research: Volume 2

“…In educational practices, PBL is typically conducted in combination with collaborative learning, where students work together in small groups and use the resources and skills of one another to achieve a common goal (Dillenbourg, 1999). Therefore, the terms "collaborative problem-based learning" and "problem-based collaborative learning" are also employed in relevant literature (Tempelaar et al, 2013;Ünal & Çakir, 2017). In the present study, the term "collaborative problem-based learning (CPBL)" is adopted to emphasize collaborative activities involved in PBL.…”