Situating Students' Motivation in Cooperative Learning Contexts: Proposing Different Levels of Goal Orientations
The present studies aimed to reexamine college students' achievement goal orientations by situating their motivation in a cooperative learning context. The authors proposed and validated a scale of 3 levels of trichotomous achievement goal orientations. In Study 1, confirmatory factor analyses...
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| Veröffentlicht in: | The Journal of experimental education 2012-08, Vol.80 (4), p.352-385 |
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| container_title | The Journal of experimental education |
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| creator | Kim, Jung-In Kim, Myoungsook Svinicki, Marilla D. |
| description | The present studies aimed to reexamine college students' achievement goal orientations by situating their motivation in a cooperative learning context. The authors proposed and validated a scale of 3 levels of trichotomous achievement goal orientations. In Study 1, confirmatory factor analyses supported that, in laboratory cooperative learning contexts, college students adopt trichotomous achievement goal orientations at each of the following 3 levels: (a) individual, (b) individual-within-a-group, and (c) group. Results also supported students' abilities to identify those 3 levels within each trichotomous achievement goal orientation. The results of Study 2 supported the scale's structural validity again, and its relations with other related motivational and emotional variables were examined. Results allow for better understanding of students' motivation situated in cooperative learning contexts. |
| doi_str_mv | 10.1080/00220973.2011.625996 |
| format | Article |
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The authors proposed and validated a scale of 3 levels of trichotomous achievement goal orientations. In Study 1, confirmatory factor analyses supported that, in laboratory cooperative learning contexts, college students adopt trichotomous achievement goal orientations at each of the following 3 levels: (a) individual, (b) individual-within-a-group, and (c) group. Results also supported students' abilities to identify those 3 levels within each trichotomous achievement goal orientation. The results of Study 2 supported the scale's structural validity again, and its relations with other related motivational and emotional variables were examined. Results allow for better understanding of students' motivation situated in cooperative learning contexts.</description><identifier>ISSN: 0022-0973</identifier><identifier>EISSN: 1940-0683</identifier><identifier>DOI: 10.1080/00220973.2011.625996</identifier><identifier>CODEN: JEXEAI</identifier><language>eng</language><publisher>Washington: Taylor & Francis Group</publisher><subject>Academic Achievement ; achievement goal orientations ; Achievement Need ; College Students ; Construct Validity ; Cooperative Learning ; Correlation ; Factor Analysis ; Goal Orientation ; Goal setting ; Group Dynamics ; Hypothesis Testing ; Learning environment ; Likert Scales ; Mastery Learning ; Measures (Individuals) ; Motivation ; MOTIVATION AND SOCIAL PROCESSES ; motivation, social context ; Orientations ; Psychological Patterns ; Social Environment ; Statistical Analysis ; Student Attitudes ; Teaching Methods</subject><ispartof>The Journal of experimental education, 2012-08, Vol.80 (4), p.352-385</ispartof><rights>Copyright Taylor & Francis Group, LLC 2012</rights><rights>Copyright © Taylor & Francis Group, LLC</rights><rights>Copyright Taylor & Francis Inc. 2012</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c378t-93a6fb79f06cd0cfa20c2b3d2e82a15269ce4bcf4ba4bc3e2208964fc69929db3</citedby><cites>FETCH-LOGICAL-c378t-93a6fb79f06cd0cfa20c2b3d2e82a15269ce4bcf4ba4bc3e2208964fc69929db3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/26594360$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/26594360$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,776,780,799,27903,27904,57995,58228</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ975939$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Kim, Jung-In</creatorcontrib><creatorcontrib>Kim, Myoungsook</creatorcontrib><creatorcontrib>Svinicki, Marilla D.</creatorcontrib><title>Situating Students' Motivation in Cooperative Learning Contexts: Proposing Different Levels of Goal Orientations</title><title>The Journal of experimental education</title><description>The present studies aimed to reexamine college students' achievement goal orientations by situating their motivation in a cooperative learning context. 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Results allow for better understanding of students' motivation situated in cooperative learning contexts.</description><subject>Academic Achievement</subject><subject>achievement goal orientations</subject><subject>Achievement Need</subject><subject>College Students</subject><subject>Construct Validity</subject><subject>Cooperative Learning</subject><subject>Correlation</subject><subject>Factor Analysis</subject><subject>Goal Orientation</subject><subject>Goal setting</subject><subject>Group Dynamics</subject><subject>Hypothesis Testing</subject><subject>Learning environment</subject><subject>Likert Scales</subject><subject>Mastery Learning</subject><subject>Measures (Individuals)</subject><subject>Motivation</subject><subject>MOTIVATION AND SOCIAL PROCESSES</subject><subject>motivation, social context</subject><subject>Orientations</subject><subject>Psychological Patterns</subject><subject>Social Environment</subject><subject>Statistical Analysis</subject><subject>Student Attitudes</subject><subject>Teaching Methods</subject><issn>0022-0973</issn><issn>1940-0683</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2012</creationdate><recordtype>article</recordtype><recordid>eNp9kM1u3CAUhVHUSJkmeYNEQuqiK08wMNh0U1XT_LSaKJGSrBHGUDFywL0w0-btg-s2y7K54pzvHtBB6Kwmy5q05IIQSols2JKSul4KupJSHKBFLTmpiGjZO7SYkGpijtD7lLakHNaSBRoffN7p7MMP_JB3vQ05fcS3Mft9EWPAPuB1jKOFct1bvLEawgSvY8j2d06f8D3EMaZJ--qds1AiCra3Q8LR4euoB3wHvqh_AtMJOnR6SPb07zxGT1eXj-ubanN3_W39ZVMZ1rS5kkwL1zXSEWF6YpymxNCO9dS2VNcrKqSxvDOOd7oMZksBrRTcGSEllX3HjtGHOXeE-HNnU1bbuINQnlQ1YbxtKOeyUHymDMSUwDo1gn_W8FIgNXWr_nWrpm7V3G1ZO5vXLHjztnL5XTYryabU89nephzhzadiJTkTpPifZ98HF-FZ_4ow9CrrlyGCAx2MT4r99wOvNnyUyA</recordid><startdate>20120801</startdate><enddate>20120801</enddate><creator>Kim, Jung-In</creator><creator>Kim, Myoungsook</creator><creator>Svinicki, Marilla D.</creator><general>Taylor & Francis Group</general><general>Taylor & Francis Group, LLC</general><general>Routledge</general><general>Taylor & Francis Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20120801</creationdate><title>Situating Students' Motivation in Cooperative Learning Contexts: Proposing Different Levels of Goal Orientations</title><author>Kim, Jung-In ; Kim, Myoungsook ; Svinicki, Marilla D.</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c378t-93a6fb79f06cd0cfa20c2b3d2e82a15269ce4bcf4ba4bc3e2208964fc69929db3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2012</creationdate><topic>Academic Achievement</topic><topic>achievement goal orientations</topic><topic>Achievement Need</topic><topic>College Students</topic><topic>Construct Validity</topic><topic>Cooperative Learning</topic><topic>Correlation</topic><topic>Factor Analysis</topic><topic>Goal Orientation</topic><topic>Goal setting</topic><topic>Group Dynamics</topic><topic>Hypothesis Testing</topic><topic>Learning environment</topic><topic>Likert Scales</topic><topic>Mastery Learning</topic><topic>Measures (Individuals)</topic><topic>Motivation</topic><topic>MOTIVATION AND SOCIAL PROCESSES</topic><topic>motivation, social context</topic><topic>Orientations</topic><topic>Psychological Patterns</topic><topic>Social Environment</topic><topic>Statistical Analysis</topic><topic>Student Attitudes</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Kim, Jung-In</creatorcontrib><creatorcontrib>Kim, Myoungsook</creatorcontrib><creatorcontrib>Svinicki, Marilla D.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><jtitle>The Journal of experimental education</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Kim, Jung-In</au><au>Kim, Myoungsook</au><au>Svinicki, Marilla D.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ975939</ericid><atitle>Situating Students' Motivation in Cooperative Learning Contexts: Proposing Different Levels of Goal Orientations</atitle><jtitle>The Journal of experimental education</jtitle><date>2012-08-01</date><risdate>2012</risdate><volume>80</volume><issue>4</issue><spage>352</spage><epage>385</epage><pages>352-385</pages><issn>0022-0973</issn><eissn>1940-0683</eissn><coden>JEXEAI</coden><abstract>The present studies aimed to reexamine college students' achievement goal orientations by situating their motivation in a cooperative learning context. The authors proposed and validated a scale of 3 levels of trichotomous achievement goal orientations. In Study 1, confirmatory factor analyses supported that, in laboratory cooperative learning contexts, college students adopt trichotomous achievement goal orientations at each of the following 3 levels: (a) individual, (b) individual-within-a-group, and (c) group. Results also supported students' abilities to identify those 3 levels within each trichotomous achievement goal orientation. The results of Study 2 supported the scale's structural validity again, and its relations with other related motivational and emotional variables were examined. Results allow for better understanding of students' motivation situated in cooperative learning contexts.</abstract><cop>Washington</cop><pub>Taylor & Francis Group</pub><doi>10.1080/00220973.2011.625996</doi><tpages>34</tpages></addata></record> |
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| subjects | Academic Achievement achievement goal orientations Achievement Need College Students Construct Validity Cooperative Learning Correlation Factor Analysis Goal Orientation Goal setting Group Dynamics Hypothesis Testing Learning environment Likert Scales Mastery Learning Measures (Individuals) Motivation MOTIVATION AND SOCIAL PROCESSES motivation, social context Orientations Psychological Patterns Social Environment Statistical Analysis Student Attitudes Teaching Methods |
| title | Situating Students' Motivation in Cooperative Learning Contexts: Proposing Different Levels of Goal Orientations |
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