Enhancing Motivation and Engagement through Collaborative Discussion

Autor/inn/en	Wu, Xiaoying; Anderson, Richard C.; Nguyen-Jahiel, Kim; Miller, Brian
Titel	Enhancing Motivation and Engagement through Collaborative Discussion
Quelle	In: Journal of Educational Psychology, 105 (2013) 3, S.622-632 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0032792
Schlagwörter	Grade 4; Grade 5; Student Motivation; Learner Engagement; Classroom Environment; Classroom Techniques; Discussion (Teaching Technique); Investigations; Group Discussion; Cooperative Learning; Peer Groups; Conventional Instruction; Facilitators (Individuals); Achievement Rating; Achievement Gains; Instructional Effectiveness; Gender Differences; Participant Satisfaction; Likert Scales; Questionnaires; Teaching Methods; College Students; Regression (Statistics); Hierarchical Linear Modeling; Illinois; Cognitive Abilities Test; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Schulische Motivation; Klassenklima; Unterrichtsklima; Klassenführung; Untersuchung; Gruppendiskussion; Kooperatives Lernen; Gleichaltrigengruppe; Peer Group; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Achievement gain; Leistungssteigerung; Unterrichtserfolg; Geschlechterkonflikt; Likert-Skala; Fragebogen; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Regression; Regressionsanalyse
Abstract	Fourth- and fifth-grade students' motivation and engagement during classroom discussions were investigated in 2 studies. Study 1 examined students' moment-by-moment engagement during collaborative peer-managed small-group discussions in comparison to conventional teacher-managed whole-class discussions. Study 2 evaluated the long term effects of discussions on self-reported motivation. Both studies showed that collaborative discussions produced greater interest and engagement than conventional discussions. Student self-ratings of engagement as well as adult ratings of engagement during a 6-min episode of one discussion had relatively high correlations with student self-reported interest and engagement several months later. Girls reported greater interest and engagement than boys in both conventional and collaborative discussions and were rated as more engaged by both themselves and adults; however, boys showed a greater boost in interest from collaborative discussions. Talkative children reported greater interest and engagement than less talkative children. Low-ability children put a higher value on discussion than high-ability children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01