Hijzen Daphne, Boekaerts Monique, Vedder Paul
Leiden University, the Netherlands.
Scand J Psychol. 2006 Feb;47(1):9-21. doi: 10.1111/j.1467-9450.2006.00488.x.
This study examined relationships between the quality of cooperative learning (CL) and students' goal preferences and perceptions of contextual factors in the classroom. Subjects were 1,920 students in secondary vocational schools. The study focused on four different types of goals: social support, belongingness, mastery, and superiority goals. It was found that social support goals had the strongest relation with the quality of CL. Further we found that the quality of CL was best predicted by a combination of social support goals, evaluations of the extent that students were taught cooperation skills, perception of teacher monitoring behavior, and the availability of academic and emotional peer support. Female students' preferences for mastery and social goals were stronger than those of male students, whereas male students had a stronger preference for superiority goals. Program type functioned as a moderator variable within the relation of students' superiority/ individuality goals and the quality of CL.
本研究考察了合作学习（CL）质量与学生的目标偏好以及对课堂情境因素的认知之间的关系。研究对象为1920名中等职业学校的学生。该研究聚焦于四种不同类型的目标：社会支持、归属感、掌握和优势目标。研究发现，社会支持目标与合作学习质量的关系最为紧密。此外，我们发现，合作学习质量最好由社会支持目标、对学生合作技能教学程度的评价、对教师监督行为的认知以及学业和情感同伴支持的可获得性共同预测。女生对掌握目标和社会目标的偏好强于男生，而男生对优势目标的偏好更强。课程类型在学生的优势/个性目标与合作学习质量的关系中起到调节变量的作用。
