The role of achievement emotions in the collaborative problem-solving performance of adolescents

Camacho-Morles, Jesús; Slemp, Gavin R.; Oades, Lindsay G.; Morrish, Lucy; Scoular, Claire

doi:10.1016/j.lindif.2019.02.005

Cited by 31 publications

(15 citation statements)

References 62 publications

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“…Collaboration in PBL is not ordinary cooperation, rather, it is reflected in the process of solving problems. The Assessment and Teaching of twenty-first Century Skills (ATC21S) project (Griffin et al, 2012) defined ways of measuring individual person skills in collaborative problem solving (CPS) and has been cited by many studies in the field of education (Camacho-Morles, Slemp, Oades, Morrish, & Scoular, 2019;Dieu et al, 2018;Pöysä-Tarhonen et al, 2018). One of the evaluation dimension of CPS is collaboration, which is consistent with collaboration in PBL.…”

Section: Collaborationmentioning

confidence: 99%

A case study of student development across project-based learning units in middle school chemistry

Zhao

Lei

2022

Discip Interdscip Sci Educ Res

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Numerous theoretical and empirical studies have claimed that project-based learning (PBL) exerts a positive impact on student development. This study explores the development and changes of students across project-based learning units by qualitative research methods. We followed a student group (1 boy and 3 girls) from one class in grade 9 over 3 time points within 1 school year. Classroom observation, focus group student interviews and artifact collection were used to collect data at the end of three units over time.Qualitative research methods were employed for data analysis to determine what competencies students demonstrate and how these competencies changed during 3 units. The results revealed that this student group demonstrated both cognitive (e.g., understanding of core ideas, use of scientific practices, problem solving and creativity) and non-cognitive competencies (e.g., motivation to learn chemistry, collaboration, environmental awareness and perseverance). Three competencies (understanding of core ideas, motivation to learn chemistry, and collaboration) were shown in all three units, and these three competencies gradually improved as the units progressed. The across project-based learning units showed a promising effect on student development. This study concludes with a discussion of challenges and promises for using across project-based learning units to support student development.

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Section: Collaborationmentioning

confidence: 99%

A case study of student development across project-based learning units in middle school chemistry

Zhao

Lei

2022

Discip Interdscip Sci Educ Res

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“…A larger study (Camacho-Morles et al , 2019) examined how affective experiences such as enjoyment, boredom and anger affect the performance of 200 young people in CPS activities. The study revealed that positive emotions, like enjoyment, lead to greater motivation to participate in CPS and also improved participants’ social and cognitive performance, while negative emotions (boredom and anger) were associated with low motivation to participate in CPS.…”

Section: Literature Reviewmentioning

confidence: 99%

Assessing elementary students’ collaborative problem-solving in makerspace activities

Herro

Quigley

Abimbade

2021

ILS

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Purpose The purpose of this study is to identify and assess collaborative problem solving (CPS) behaviors in elementary students in science, technology, engineering, arts/humanities and mathematics (STEAM)-related making and to garner students perspectives. We offer a valid way for researchers to understand collaborative processes and for educators to create opportunities for collaboration. Additionally, the feedback from the assessment offers students a way to reflect on their CPS skills. Design/methodology/approach This qualitative study evaluated 52 elementary students’ CPS skills using co-measure, a validated rubric assessing students’ CPS when working in STEAM-related makerspace activities. Students worked in collaborative groups to “make” artifacts when solving a problem posed by their teacher. They were assessed using co-measure’s four dimensions: peer interactions, positive communication, inquiry rich/multiple paths and transdisciplinary approaches and scored via each dimension’s associated attributes. Student interviews provided their perspectives on CPS. Findings A majority of students scored in the acceptable or proficient range in the social dimensions of peer interactions and positive communication. Students scored slightly lower on the cognitive dimensions of inquiry rich/multiple paths and markedly lower on transdisciplinary approaches when collaborating. Findings suggest to increase CPS skills, teachers might develop “making” activities fostering greater inquiry and model ways to strategize and verify information, approach the problem drawing on student interest and prior knowledge and collaboratively use tools, materials and methods that mimic the real world when problem-solving. Originality/value Much of the current research on assessing CPS during making is in the early stages of considering appropriate assessment approaches, especially in schools. To expand this literature the study includes elementary students between the ages of 6-10, the focus is on assessing their collaboration using an observational rubric. The authors use preliminary findings from young children’s perspectives on making to position the future work.

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“…It is reasonable to expect then that students who enjoy their learning in a specific subject may be more interested to learn about different topics in that subject. Students’ enjoyment in science learning is an important variable to study because it predicts their interest in science ( Ainley and Hidi, 2014 ), engagement in science learning ( Hampden-Thompson and Bennett, 2013 ), participation in science extracurricular ( Lin et al, 2012 ), science achievement and career aspirations ( Jeffries et al, 2020 ), and collaborative problem-solving ( Camacho-Morles et al, 2019 ). Additionally, students who enjoy their learning may internalize scientific principles (i.e., epistemological beliefs) more easily and therefore, are expected to have higher levels of science achievement ( Acosta and Hsu, 2014 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Different Patterns of Relationships Between Principal Leadership and 15-Year-Old Students’ Science Learning: How School Resources, Teacher Quality, and School Socioeconomic Status Make a Difference

2020

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The present study critically evaluates whether school leadership influences student learning homogenously regardless of school contexts. It examined relationships between four principal leadership variables (envisioning, instructional management, promoting professional development, empowerment) and two types of student outcomes (enjoyment in learning science, science achievement) in different school contexts [in terms of the availability of science resources, quality of science teachers, and school socioeconomic status (SES)]. The sample comprised 248,620 students and 9,370 principals in 35 developed countries who participated in the Programme for International Student Assessment (PISA) 2015. Latent profile analysis (LPA) showed that schools operated in three types of school contexts with different levels of science resources, proportion of quality science teachers, and school SES. There were also differences in the pattern of leadership practices across the three types of school contexts. Three-level hierarchical linear modeling (HLM) showed that among the four leadership variables, only instructional management was positively associated with students’ enjoyment of science in schools with less science resources and quality science teachers. Therefore, instructional management had compensatory effects for students in less-endowed schools. In contrast, principal leadership related to envisioning, teacher professional development, and empowerment was not positively related to students’ science learning in all three school contexts.

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The role of achievement emotions in the collaborative problem-solving performance of adolescents

Cited by 31 publications

References 62 publications

A case study of student development across project-based learning units in middle school chemistry

A case study of student development across project-based learning units in middle school chemistry

Assessing elementary students’ collaborative problem-solving in makerspace activities

Different Patterns of Relationships Between Principal Leadership and 15-Year-Old Students’ Science Learning: How School Resources, Teacher Quality, and School Socioeconomic Status Make a Difference

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