Literaturnachweis - Detailanzeige
| Autor/inn/en | Darnon, Céline; Buchs, Céline; Butera, Fabrizio |
|---|---|
| Titel | Buts de performance et de maîtrise et interactions sociales entre étudiants: la situation particulière du désaccord avec autrui. Paralleltitel: Performance and mastery goals and social interactions between students: the specific situation of disagreeing with others. |
| Quelle | In: Revue française de pédagogie, 2 (2006) 155, S. 35-44 |
| Beigaben | Literaturangaben |
| Sprache | französisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0056-7807; 0556-7807 |
| Schlagwörter | Forschung; Konflikt; Europa; Forschung; Konflikt; Theorie; Schüler-Lehrer-Beziehung; Schülerleistung; Schüler-Schüler-Beziehung; Lernbedingungen; Soziales Verhalten; Theorie; Europa |
| Abstract | For many researchers, students can pursue two types of goals when carrying out a learning task: the mastery goal (desire to learn, to develop knowledge), and the performance goal (desire to show one's won competence). The present paper presents an overview of the research about the achievement goals effects in the specific situation where a student is led to interact with another student whose answer is different from his/her own (the so-called "socio-cognitive conflict"). As a whole, results show that the mastery goal favours epistemic regulation (a conflict regulation focused on the task, the understanding of the problem). Moreover, it renders conflict beneficial for learning. On the contrary, the performance goal favours relational regulation (a conflict regulation focused on assertion of self-competence) and renders conflict detrimental for learning. (DIPF/orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2007/3 |
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