Understanding motivation for implementing cooperative learning methods: a value-based approach

Abstract

The implementation of cooperative learning methods remains disparate in primary schools despite their widely recognised benefits. To explain this paradox, we first examined whether teachers’ inclination towards cooperative methods is motivated by their values. Second, we tested whether motivational connections between personal values and cooperative methods are undermined when conflictual values are activated in context. Study 1 demonstrated that pre-service teachers strongly endorsed self-transcendence (ST) values (expressing compatible motivations with cooperation) relative to self-enhancement (SE) values (expressing conflictual motivations with cooperation). Adherence to ST values was also positively associated with their beliefs and attitudes regarding cooperative methods. In Studies 2, 3 and 4, educational sciences students were experimentally exposed to different contexts, wherein ST, SE or neutral values were promoted. Our findings indicate that when SE values were emphasised in the context, the positive association between ST values and beliefs/attitudes regarding cooperative methods disappeared. Although the results of Study 4 regarding the intention to use cooperative methods were not statistically significant, the pattern was similar. Finally, Study 5 showed that primary school teachers’ ST values positively predicted the self-reported use of cooperative methods when they perceived their school to weakly endorse SE values, but not when they perceived it to strongly endorse them.

Education in a democratic and meritocratic society: Moving beyond thriving to flourishing

“…Values are the principles, standards, and beliefs that guide individuals in their daily activities (Muthigani, 2019) to make and prioritise good decisions when considering how to improve their lives (Filippou et al, 2021;OECD, 2019). They are enduring beliefs that order one's behaviour, attitude, social norms, judgements, and actions for the well-being of individuals, societies, and the environment (OECD, 2019).…”

“…Values also serve as a motivation for lifelong learning; a frame for personal well-being, good personhood, and citizenry; as an endorsement and support of societal and human values that promote societal well-being (OECD, 2019); and a compass that directs one with a sense of moral direction and agency (Scoffham, 2020). Values are as fundamental to an individual as they are central to a culture, thereby implying that there are two levels: the individual and the societal or contextual (Filippou et al, 2021). This intersection of the two levels of values is what education should concern itself about.…”

12. “Argh, even my kid is digitalised!” Commercial apps’ effect on parent– teacher communication

“…Teachers act differently, influencing pupils' FtFPI through their methodological culture and competencies (Gillies & Boyle, 2010) and through socialpsychological values on the personal and contextual levels (Filippou et al, 2021). However, teachers' preparation within CL is crucial for their role as active initiators and facilitators for FtFPI (Baines et al, 2008, Dzemidzic et al, 2019Sharan, 2014).…”

“…Consequently, the current study has utilised previously analysed interview findings and video excerpts associated with the teacher's roles and activities in relation to their pupils' FtFPI in CL to answer the article's research question. An integrated understanding of the teachers' perspectives and practices is motivated by linking conceptual FtFPI knowledge with its implementation, where teachers' beliefs, experiences and values might impact CL practices (Busch et al, 2017;Filippou et al, 2021).…”

Evaluating an inclusive program for promoting equal-status participation in classrooms with high sociolinguistic diversity: diversity valuation and multilingual cooperative activities

“…Learning the rules and social norms for behavior during groupwork supports productive functioning during group activities ( Lotan, 2022 ). This preparation is particularly important given the competitive values promoted by society and the emphasis on school selection ( Filippou et al, 2022 ). Students are not accustomed to cooperation, and they may be reluctant to cooperate and revert to competitive behaviors despite cooperative instructions ( Buchs et al, 2021 ).…”