Type of Positive Interdependence and Affiliation Motive in an Asynchronous, Collaborative Learning Environment

Brewer, Susan A.; Klein, James D.

doi:10.1007/s11423-006-9603-3

Cited by 90 publications

(62 citation statements)

References 37 publications

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“…Higher explicit motive scores have also been found in team players compared to athletes in individual sports (Elbe et al, 2013;Teubel, 2012). Thus, results of this present study fit in with findings of stronger need for friendly relationships (Wong & Csikszentmihalyi, 1991), higher self attributed coopera tiveness and sociability (Elbe et al, 2013), and more positive atti tudes and concern for teammates (Brewer & Klein, 2006) found for individuals with a high explicit affiliation motive. Nonverbal social behavior, in contrast, was associated with in direct measures of the implicit affiliation motive.…”

Section: Overallsupporting

confidence: 85%

“…Other researchers found that sport students' self attribution of personal cooperativeness and sociability are linked to measures of the explicit affiliation motive (Elbe, Krippl, Melzer, & Teubel, 2013). Moreover, people with a high explicit affiliation motive display a more positive attitude toward giving and receiving in a team, and show greater concern for their teammates (Brewer & Klein, 2006). The explicit motive is thus predominantly reflected in how much a person values social interaction.…”

Section: The Explicit Vs Implicit Affiliation Motivementioning

confidence: 98%

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Explicit and implicit affiliation motives predict verbal and nonverbal social behavior in sports competition

Wegner

Bohnacker

Mempel

et al. 2014

Psychology of Sport and Exercise

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a b s t r a c tObjectives: The present study investigated the predictive value of the explicit and implicit affiliation motive for social behavior in sport competitions. From an information processing perspective, an explicit motive is linked to verbal cues and respondent behavior. The implicit motive in turn is linked to nonverbal stimuli and operant behavior (McClelland, Koestner, & Weinberger, 1989;Schultheiss, 2008). Both respondent affiliative behavior (e.g., verbal interactions with teammates) and operant nonverbal social behavior (e.g., pleasant to opponents) can be observed in racquet sports team competitions. Design & Methods: Fifty two male racquet sportsmen completed the Personality Research Form (explicit affiliation motive) and the Operant Motive Test (implicit affiliation motive). Motive measures were used to predict social behavior during competitions using multiple regression analyses. To this aim real competitive matches were videotaped and analyzed. Results: Results show that the explicit affiliation motive is associated with time spent in verbal team contact. The implicit affiliation motive, by contrast, is linked to pleasant nonverbal behavior shown to ward opponents. Conclusions: Findings suggest that implicit and explicit affiliation motives predict different kinds of social behavior in sports competition respectively. Indirect motive measures may be of additional predictive value for different behavior in real sports settings.Playing singles competitions in racquet sports is a very lonely endeavor for the players involved when it comes to social inter action during matches, personal responsibility for errors, or the need to travel alone. In contrast to singles competitions, there are team competitions in all three sports of tennis, badminton, and table tennis that leave much more space for social behavior. These team competitions are either national league, collegiate sport, or international competitions such as world championships, Olympic Games, or the Davis Cup in tennis. In tennis, for example, even the rules for social interaction in team competitions differ from the singles competitions. In tennis team competitions, social exchange with teammates or coaches is allowed during breaks. Athletes can talk to their teammates between rallies as well. In badminton, for example, a teammate is even allowed to sit right behind the player during the whole match. In addition to the interaction with opponents or referees commonly found in singles competitions, in team competitions the athlete has the opportu nity to explicitly interact with his teammate or coach throughout the match.In the present study, we were interested in whether athletes who usually compete alone and rely on themselves e without the help of any other teammate or coach e actually use this opportunity for social interaction during a racquet sports game. We investigated whether the social behavior shown in a match could be related to the strength of their implicit vs. explicit affiliation motives. This is particularly interestin...

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Section: Overallsupporting

confidence: 85%

Section: The Explicit Vs Implicit Affiliation Motivementioning

confidence: 98%

Explicit and implicit affiliation motives predict verbal and nonverbal social behavior in sports competition

Wegner

Bohnacker

Mempel

et al. 2014

Psychology of Sport and Exercise

View full text Add to dashboard Cite

show abstract

“…Many studies have suggested that proper use of asynchronous online discussion in conventional formal learning environments engages learners and improves performance (Brewer & Klein, 2006;Chen & Chiu, 2008;Cheung & Hew, 2004;Hew et al, 2010;Khine, Yeap, & Chin Lok, 2003;Oliver & Shaw, 2003). Learners in these studies had similar backgrounds; for example, all learners were pre-service teachers (Cheung & Hew, 2004;Hew et al, 2010;Khine et al, 2003;Vonderwell, 2003) or had similar academic backgrounds: business (Brewer & Klein, 2006), mathematics (Chen & Chiu, 2008) and health science (Masters & Oberprieler, 2004;Oliver & Shaw, 2003).…”

Section: Asynchronous Online Discussion Forum Activities and Cognitivmentioning

confidence: 99%

“…Learners in these studies had similar backgrounds; for example, all learners were pre-service teachers (Cheung & Hew, 2004;Hew et al, 2010;Khine et al, 2003;Vonderwell, 2003) or had similar academic backgrounds: business (Brewer & Klein, 2006), mathematics (Chen & Chiu, 2008) and health science (Masters & Oberprieler, 2004;Oliver & Shaw, 2003). Therefore, literature on online forum use has focused on investigating how to engage student participation in closed asynchronous online discussions (e.g., Dennen, 2005;Hew et al, 2010;Masters & Oberprieler, 2004;Vonderwell, 2003).…”

Section: Asynchronous Online Discussion Forum Activities and Cognitivmentioning

confidence: 99%

Factors influencing peer learning and performance in MOOC asynchronous online discussion forum

Chiu

Hew

2018

AJET

142

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Most studies on traditional asynchronous online discussion suggest that facilitating dialogue, that is, commenting forum activities, result in better learning and performance. However, due to open entry and diverse learner backgrounds, learner behaviour in massive open online courses (MOOCs) may be different. Viewing forum messages, which involves fewer mental and physical actions as well as less cognitive processing, rather than posting forum massages, might better match the learner's study purpose. In this study, we investigated the effects of three common types of online MOOC discussion forum activities (viewing, voting and commenting) on student peer learning (peer reviews) and performance (quiz scores). We used stepwise regression models to analyse two data samples of a humanity and art MOOC provided by a private university in the United States for exploring factors influencing peer learning and performance. The results indicate that peer learning and performance were primarily predicted by viewing, and to a lesser extent by commenting. The three plausible explanations for the findings are the learner's study purpose, weaker instructor-learner ties, and voluntary forum participation. We suggest ways to encourage viewing messages in forums and present limitations and further directions.

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“…El aumento en disponibilidad de las nuevas tecnologías sugiere que la formación de los maestros puede ser fundamentalmente distinta a enfoques previos (Brewer & Klein, 2006). Aprender a enseñar exige una nueva manera de aprender.…”

Section: Implicaciones Recomendaciones E Investigaciones Futurasunclassified

La tecnología como inclusión educativa de la diversidad cultural: transformando prácticas informales de educación en los Estados Unidos

Machado-Casas

Alanís

Ruiz³

2016

Ped Soc. Rev Int

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RESUMEN: Este estudio analiza el impacto del uso de tecnología digital para reforzar los logros académicos de niños marginados exponiéndolos a determinados avances tecnológi-cos. Se analiza el uso de auto-narrativas digitales como pedagogía de transformación social, concretamente el impacto de la Clase Mágica (LCM) en un Centro escolar de Tejas (EEUU), con una alta población estudiantil de hispanos. La Clase Mágica es un proyecto extraescolar basado en la tecnología, diseñado para fomentar el logro académico de los estudiantes bilingües latinos que asisten a escuelas primarias, en particular en las áreas de bilingüismo, lectoescritura bilingüe y tecnología. En la experiencia participaron 20 Candidatos a Maestros Bilingües (Bilingual Teacher Candidate, BTCs ) quienes establecieron una relación con otros tantos alumnos de primaria, constituyéndose parejas de adulto-niño que se denominaron amigo/as y amiguitos/as. A lo largo de un periodo de 18 meses se aplicó una metodología cualitativa para la recogida y análisis de los datos, basada en auto-narrativas digitales, apuntes digitales de campo y transcripciones de las discusiones en las clases, para identificar temas, patrones y relaciones destacados, así como el tipo de tecnología utilizada. Los hallazgos de la investigación indican una necesidad por parte de los futuros maestros de involucrarse en un aprendizaje mediado por la tecnología con el fin de desarrollar un entendimiento práctico sobre la integración de la tecnología. Los resultados de esta investigación ofrecen un entendimiento adicional acerca de la dirección que deben tomar los programas de formación de maestros para servir mejor a los candidatos a maestros bilingües en su experiencia educativa con el fin de convertirse en maestros tecnológicamente competentes y preparados para cumplir con las necesidades de una población escolar lingüística y culturalmente diversa.

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Type of Positive Interdependence and Affiliation Motive in an Asynchronous, Collaborative Learning Environment

Cited by 90 publications

References 37 publications

Explicit and implicit affiliation motives predict verbal and nonverbal social behavior in sports competition

Explicit and implicit affiliation motives predict verbal and nonverbal social behavior in sports competition

Factors influencing peer learning and performance in MOOC asynchronous online discussion forum

La tecnología como inclusión educativa de la diversidad cultural: transformando prácticas informales de educación en los Estados Unidos

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