Preprints are early versions of research articles that have not been peer reviewed. They should not be regarded as conclusive and should not be reported in news media as established information.
Group Self-Evalulation Primes for Autonomous Motivation in Collaborative Learning
preprintposted on 08.12.2021, 00:55 by ijsbrand kramerijsbrand kramer, Nathalie Franc, Francois Maricourt, muriel Cohen, Thomas Fau, Xavier Nogues, willem van der Velden, Rashmi Kusurkar
We look at group work from a self-determination theory perspective and argue that internalized motivation is the best condition for productive collaboration. A perceived sense of autonomy plays an important role herein. This autonomy is determined by the characteristics of the task and the openness and acceptance of the group. Group dysfunction, or the fear of it, impedes autonomy, even if the task context is fully autonomy supportive. Means of uncovering the functioning of group members could reduce dysfunction or lower the fear of it. Using a full scale intrinsic motivation inventory, we measured the impact of group self-evaluation on the quality of motivation over a 4-year period with a total of 355 participants in a collaborative learning project in high schools (K11). We show that, compared to the control population, students exhibit a much more internalized motivation profile, with effect sizes in the range of medium to large for the different parameters. We conclude that group self-evaluation primes students for autonomous motivation. We suggest that the procedure should be applied systematically in substantial collaborative projects.
Declaration of conflicts of interestwe declare no conflict of interest
Corresponding author firstname.lastname@example.org
Lead author countryFrance
Lead author job roleHigher Education Lecturer
Lead author institutionUniversité de Bordeaux, France
Ethics statementThe studies have been reviewed and approved by the presiding officers of the schools and the Rectorat de l’Académie de Bordeaux, the governing body of the school inspection. Participation in the IMI was voluntary and anonymous. Students were informed that the information, on a collective level, could be used for a scientific publication
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