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Understanding motivation for implementing cooperative learning methods: a value-based approach
Dimitra Filippou1, Céline Buchs1, Alain Quiamzade1
1Faculty of Psychology and Educational Sciences, University of Geneva, Boulevard Du Pont d'Arve 40, 1211 Geneva, Switzerland.
Social Psychology of Education : an International Journal
|April 25, 2022
Summary
Teachers
Area of Science:
- Educational Psychology
- Social Psychology
Background:
- Cooperative learning offers significant benefits but its adoption in primary schools is inconsistent.
- Teachers' personal values may influence their adoption of cooperative learning methods.
- Understanding the interplay between values and cooperative learning is crucial for effective implementation.
Purpose of the Study:
- To investigate the role of teachers' personal values in their inclination towards cooperative learning.
- To examine if contextual activation of conflicting values (self-enhancement) undermines the link between supportive values (self-transcendence) and cooperative learning.
Main Methods:
- Five studies were conducted involving pre-service and in-service teachers and educational sciences students.
- Methods included surveys assessing value endorsement and attitudes towards cooperative learning, and experimental manipulations of contextual value promotion.
Main Results:
- Pre-service teachers with stronger self-transcendence (ST) values showed more positive attitudes towards cooperative learning.
- Contexts emphasizing self-enhancement (SE) values weakened the association between ST values and positive attitudes/beliefs about cooperative learning.
- Primary teachers' use of cooperative learning was predicted by their ST values only when SE values were perceived as weakly endorsed in the school environment.
Conclusions:
- Teachers' personal values, particularly self-transcendence, are linked to cooperative learning adoption.
- The effectiveness of these values is context-dependent, being undermined by the activation of conflicting self-enhancement values.
- Interventions promoting cooperative learning should consider the school's value climate to foster genuine adoption.
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