合作学习对同伴关系、内在动机和未来参与运动意向的影响。
The impact of cooperative learning on peer relationships, intrinsic motivation and future intentions to do sport.
机构信息
Universidad de Oviedo.
出版信息
Psicothema. 2019 May;31(2):163-169. doi: 10.7334/psicothema2018.305.
BACKGROUND
Understanding intra-individual change is a key question when studying causality between variables. The first objective was to examine, using the technique of true intra-individual change (TIC, Δ) for the first time, the motivational sequence proposed by Vallerand (1997), ΔCo-operative learning → ΔRelatedness → ΔIntrinsic motivation → ΔIntention to do sport.
METHOD
The sample comprised 372 students divided into two groups, experimental and control. During a 6 month period the experimental group was taught co-operative learning strategies by a suitably trained teacher.
RESULTS
Positive changes were seen in the experimental group in all of the variables examined, while the control group remained unchanged. The results of the TIC suggest accepting the motivational sequence describe.
CONCLUSIONS
Co-operative learning may by an appropriate method to improve self-determined motivation according to the model described.
背景
在研究变量之间的因果关系时，理解个体内的变化是一个关键问题。第一个目标是首次使用真正的个体内变化（TIC，Δ）技术检验瓦勒兰（1997）提出的动机序列，即合作学习→相关→内在动机→运动意向。
方法
该样本由 372 名学生组成，分为实验组和对照组。在 6 个月的时间里，实验组由经过适当培训的教师教授合作学习策略。
结果
实验组在所有被研究的变量中都出现了积极的变化，而对照组则没有变化。TIC 的结果表明，该模型所描述的动机序列是可以接受的。
结论
合作学习可能是一种根据描述模型提高自主动机的适当方法。
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