Developmental and Motivational Perspectives on Cooperative Learning: A Reconciliation

Slavin, Robert E.

doi:10.1111/j.1467-8624.1987.tb01449.x

Cited by 137 publications

(66 citation statements)

References 15 publications

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“…To the extent that classrooms employ cooperative or individualistic reward structures, there will be less focus on ability (Nicholls, in press). Various models of cooperative learning have been developed (e.g., Johnson, Maruyama, Johnson, Nelson, & Skon, 1981;Slavin, 1984Slavin, , 1987, and analyses of the outcomes have been positive, in terms of both the motivational patterns Susan D.Holloway discussed here and more general achievement measures. However, the extent to which programs such as these have actually been implemented in school systems is not clear; naturalistic studies of classroom reward structure are rare (see Lesko, 1986, for an exception).…”

Section: Implications For Theory and Practicementioning

confidence: 98%

Concepts of Ability and Effort in Japan and the United States

Holloway¹

1988

Review of Educational Research

166

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Research on concepts of ability and effort in Japan and the United States is reviewed, and three major findings are reported. First, a growing body of research conducted in both countries suggests that effort is identified as the primary determinant of achievement in Japan, whereas it receives relatively less emphasis in the U.S. in comparison to ability. Second, the concepts of ability and effort appear to differ between the two countries, along dimensions that have implications for achievement motivation. Third, Japanese homes and families appear to foster task involvement by fostering interpersonal cooperation rather than competition, avoiding salient performance evaluation, and eschewing authoritarian forms of control. These social structural arrangements may be responsible for the attributional patterns found among Japanese children.

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Section: Implications For Theory and Practicementioning

confidence: 98%

Concepts of Ability and Effort in Japan and the United States

Holloway¹

1988

Review of Educational Research

166

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“…This is consistent with socio‐constructivist theories of cognitive development (e.g., Hickey & Granade, 2004) that emphasize the importance of social environment (i.e., peers, teachers) in adolescents’ academic lives in the construction of meaning in learning. Indeed, a bulk of research has suggested the benefits of cooperative and supportive interactions with peers on academic accomplishments (e.g., Furrer & Skinner, 2003; Liem et al , 2008; Wentzel, 1991, 1993; see also Qin, Johnson, & Johnson, 1995; Slavin, 1987 for reviews). Hence, we predict that adolescents’ favourable perceptions of their relationships with peers will be positively related to their academic performance (Figure 1).…”

Section: Introductionmentioning

confidence: 99%

Peer relationships and adolescents’ academic and non‐academic outcomes: Same‐sex and opposite‐sex peer effects and the mediating role of school engagement

Liem

Martin

2011

Brit J of Edu Psychol

109

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Adolescents' same-sex and opposite-sex peer relationships seem to positively impact their academic performance and general self-esteem in distinct ways. It appears that school engagement plays an important role in mediating these peer relationship effects, particularly those of same-sex peer relationships, on academic and non-academic functioning. Implications for psycho-educational theory, measurement, and practice are discussed.

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“…To complete the task, group members must coordinate their efforts. Cooperative learning as used in the classroom always includes a cooperative task structure (Slavin, 1986). Two differing task structures are commonly used: task specialization and group study.…”

mentioning

confidence: 99%

“…According to D. Johnson and R. Johnson (1987), one of the purposes of cooperative learning or any other instructional method is individual mastery of the learning material. Individual accountability appears to be necessary to maximize learning in a cooperative learning situation (Slavin, 1987). There seems to be general agreement among researchers that individual accountability is essential if cooperative learning is to increase achievement.…”

mentioning

confidence: 99%

Effects of cooperative incentives and heterogeneous arrangement on achievement and interaction of cooperative learning groups in a college life science course

Watson

Marshall

1995

J Res Sci Teach

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The purpose of this study was to examine the importance of cooperative incentives and heterogeneous grouping as elements of cooperative learning in a college life science course. Cooperative learning may be defined as a classroom learning environment in which students work together in heterogeneous groups toward completion of some task. Cooperative incentive structures provide some type of group reward based on group products or individual learning. In heterogeneous grouping, students are arranged in order to maximize variety within groups. A 2 × 2 design was utilized in this study. The independent variables considered included (a) use of cooperative incentives in learning groups, and (b) use of heterogeneous grouping in cooperative learning groups. Dependent variables for all treatment groups were scores from a multiple‐choice instrument developed for an earlier, related study, along with direct observational data on frequency of cooperative interactions. Analysis of covariance (ANCOVA) was used as the data analysis procedure for the achievement portion of the study, and analysis of variance (ANOVA) was used for analysis of the cooperative interaction portion of the study. No significant differences were found between the treatment groups.

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Developmental and Motivational Perspectives on Cooperative Learning: A Reconciliation

Cited by 137 publications

References 15 publications

Concepts of Ability and Effort in Japan and the United States

Concepts of Ability and Effort in Japan and the United States

Peer relationships and adolescents’ academic and non‐academic outcomes: Same‐sex and opposite‐sex peer effects and the mediating role of school engagement

Effects of cooperative incentives and heterogeneous arrangement on achievement and interaction of cooperative learning groups in a college life science course

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