Mendo-Lázaro Santiago, León-Del-Barco Benito, Polo-Del-Río María-Isabel, López-Ramos Víctor M
Cooperative Research Laboratory, Universidad de Extremadura, Badajoz, Spain.
Front Psychol. 2022 Jan 5;12:787210. doi: 10.3389/fpsyg.2021.787210. eCollection 2021.
Cooperative learning encourages the development of interpersonal skills and motivates students to participate more actively in the teaching and learning process. This study explores the impact of cooperative learning on the academic goals influencing university students' behavior and leading to the attainment of a series of academic objectives. To this end, a quasi-experimental pretest-posttest control group design was used, with a sample of 509 university students from Preschool, Primary and Social Education undergraduate degree courses. Using the Academic Goals Questionnaire (AGQ), pretest and posttest measures were taken self-reports to evaluate three types of academic goals: learning goals, social reinforcement goals and achievement goals. The results show that cooperative learning is an effective tool for encouraging university students to develop academic goals that motivate them to fully engage with the tasks they are set in order to acquire knowledge and skills (learning goals). In addition, when students are asked to work as part of a team on an autonomous basis without the structure and supervision necessary to ensure a minimum standard of cooperation, they display a greater tendency toward social reinforcement goals than toward learning and achievement goals. These findings contribute new knowledge to the conceptual framework on cooperative learning. Goals may be considered one of the most important variables influencing students' learning and the use of cooperative learning techniques in university classrooms creates the necessary conditions for encouraging students to develop goals oriented toward learning.
合作学习有助于培养人际交往能力，并激励学生更积极地参与教学过程。本研究探讨合作学习对影响大学生行为并促使其实现一系列学术目标的学术目标的影响。为此，采用了准实验前测-后测控制组设计，样本为来自学前教育、小学教育和社会教育本科学位课程的509名大学生。使用学术目标问卷（AGQ），通过自我报告进行前测和后测，以评估三种类型的学术目标：学习目标、社会强化目标和成就目标。结果表明，合作学习是鼓励大学生培养学术目标的有效工具，这些目标促使他们充分参与所设定的任务以获取知识和技能（学习目标）。此外，当要求学生在没有确保最低合作标准所需的结构和监督的情况下自主地作为团队一员开展工作时，他们表现出更倾向于社会强化目标而非学习和成就目标。这些发现为合作学习的概念框架贡献了新知识。目标可能被认为是影响学生学习的最重要变量之一，并且在大学课堂中使用合作学习技巧为鼓励学生培养以学习为导向的目标创造了必要条件。
