Are We Preaching to the Converted? The Role of Motivation in Understanding the Contribution of Intergroup Encounters

Autor/in	Yablon, Yaacov B.
Titel	Are We Preaching to the Converted? The Role of Motivation in Understanding the Contribution of Intergroup Encounters
Quelle	In: Journal of Peace Education, 9 (2012) 3, S.249-263 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-0201
DOI	10.1080/17400201.2012.679253
Schlagwörter	Student Motivation; Jews; Control Groups; Role; Peace; Self Determination; Guidelines; Arabs; High School Students; Interpersonal Relationship; Teaching Methods; Student Participation; Questionnaires; Intervention; Israel + Suchen Sie Ihr Suchwort? Schulische Motivation; Jew; Jude; Jüdin; Juden; Rollen; Frieden; Selbstbestimmung; Richtlinien; Arab; Araber; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Fragebogen
Abstract	The role of motivation to participate in peace encounters was examined against the popular claim that such programs mainly benefit those who already espouse peace-movement ideas. The self-determination theory served as the theoretical framework for the study. Jewish and Arab high-school students (N = 330) were randomly assigned to research and control groups based on their motivation to participate in peace encounters. The findings revealed that those who benefited most and whose social relationships were significantly enhanced by participation in the program were participants who were extrinsically motivated. Those who were amotivated gained nothing but did not deteriorate, whereas their counterparts in the control group deteriorated. Those who were intrinsically motivated did not gain much from their participation but did not deteriorate, even without the encounters (in the control group). Theoretical and pedagogical implications of the findings are discussed. (Contains 3 tables and 1 figure.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10