Aspects of dynamics in motivation: What the cooperative situation and individual motivation contribute to motivation during computer-supported cooperative learning.

Autor/inn/en	Schoor, Cornelia; Bannert, Maria
Titel	Aspects of dynamics in motivation: What the cooperative situation and individual motivation contribute to motivation during computer-supported cooperative learning.
Quelle	In: Unterrichtswissenschaft, 41 (2013) 4, S. 330-347Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0340-4099; 2520-873X
Schlagwörter	Erwartung; Erwartung; Lernen; Motivation; Situation; Computerunterstützter Unterricht; Leistungsmotivation; Kooperatives Lernen; Studienanfänger; Kooperatives Lernen; Leistungsmotivation; Lernen; Lernumgebung; Motivation; Computerunterstützter Unterricht; Situation; Studienanfänger
Abstract	This research sought to look more closely at dynamic aspects of learning motivation. Based on the assumption that motivation is a function of person and situation, we posited the question to what extent several motivational constructs are influenced by a change from an individual to a cooperative learning situation. To this end we used the data from an empirical study on computer-supported cooperative learning involving N = 200 university students who initially learned in an individual and afterwards in a cooperative situation. In both phases, different motivation constructs were measured before, during and after learning. Motivational constructs were chosen following an expectancy-value approach to motivation. A structural equation model showed that motivational constructs measured before learning in a cooperative situation were to a large degree predicted by the respective motivation construct measured before learning in the individual situation. Whereas motivation during and after learning was largely predicted by a latent factor for the cooperative situation indicating that motivation constructs that were measured during and after learning were more situation-specific. Several possible explanations for this result are discussed. (ZPID).
Erfasst von	Leibniz-Institut für Psychologie, Trier
Update	2014/4