Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes

REFERENCES

• Anderson , J. R. , Reder , L. M. and Simon , H. A. 1996 . Situated learning and education . Educational Researcher , 25 ( 4 ) : 5 – 11 .
   Google Scholar
• Arnold , L. S. and Walker , R. A. 2008 . “ Co-constructing classroom environments that improve academic outcomes ” . In Motivation and practice for the classroom , Edited by: Towndrow , P. , Koh , C. and Soon , T. H. 165 – 184 . Amsterdam : Sense Publishers .
   Google Scholar
• Arvaja , M. , Salovaara , H. , Häkkinen , P. and Järvelä , S. 2007 . Combining individual and group-level perspectives for studying collaborative knowledge construction in context . Learning and Instruction. , 17 : 448 – 459 .
   Web of Science ®Google Scholar
• Bandura , A. 1989 . “ Social cognitive theory ” . In Annals of child development, 6. Six theories of child development , Edited by: Vasta , R. 1 – 60 . Greenwich, CT : JAI .
   Google Scholar
• Barron , B. 2003 . When smart groups fail . The Journal of the Learning Sciences , 12 : 307 – 359 .
   Web of Science ®Google Scholar
• Billet , S. 1996 . Situated learning: Bridging sociocultural and cognitive theorising . Learning and Instruction , 6 : 263 – 280 .
   Google Scholar
• Blumenfeld , P. , Kempler , T. and Krajcik , J. 2006 . “ Motivation and cognitive engagement in learning environments ” . In The Cambridge handbook of the learning sciences , Edited by: Sawyer , R. K. 475 – 488 . Cambridge, UK : Cambridge University Press .
   Google Scholar
• Blumenfeld , P. , Marx , R. , Soloway , E. and Krajcik , J. 1996 . Learning with peers: From small group co-operation to collaborative communities . Educational Researcher , 25 ( 8 ) : 37 – 40 .
   Google Scholar
• Boekaerts , M. 1999 . Motivated learning: The study of student × situation transactional units . European Journal of Psychology of Education , 14 ( 1 ) : 41 – 55 .
   Web of Science ®Google Scholar
• Boekaerts , M. 2002 . Coping with challenge . Anxiety, Stress and Coping , 15 : 321 – 326 .
   Web of Science ®Google Scholar
• Boekaerts , M. and Corno , L. 2005 . Self-regulation in the classroom: A perspective on assessment and intervention . Applied Psychology: An International Review. , 54 : 199 – 231 .
   Web of Science ®Google Scholar
• Boekaerts , M. , De Koning , E. and Vedder , P. 2006 . Goal directed behaviour and contextual factors in the classroom: An innovative approach to the study of multiple goals . Educational Psychologist , 41 ( 1 ) : 33 – 54 .
   Web of Science ®Google Scholar
• Boekaerts , M. and Minnaert , A. 2006 . Affective and motivational outcomes of working in collaborative groups . Educational Psychology. , 26 : 187 – 208 .
   Google Scholar
• Boekarts , M. , Pintrich , P. R. and Zeidner , M. , eds. 2000 . Handbook of self-regulation , San Diego, CA : Academic Press .
   Google Scholar
• Bosworth , K. and Hamilton , S. J. , eds. 1994 . Collaborative learning: Underlying processes and effective techniques , San Francisco : Jossey-Bass .
   Google Scholar
• Burdett , J. 2003 . Making groups work: University students' perceptions . International Education Journal , 4 : 177 – 191 .
   Google Scholar
• Butler , D. 2006 . “ Frames of inquiry in educational psychology: Beyond the quantitative-qualitative divide ” . In Handbook of educational psychology, , 2nd ed. , Edited by: Alexander , P. and Winne , P. 903 – 927 . Mahwah, NJ : Erlbaum .
   Google Scholar
• Corno , L. and Mandinach , E. B. 2004 . “ What we have learned about student engagement in the past twenty years ” . In Big theories revised , Edited by: Mcinerney , D. M. and Van Etten , S. 299 – 328 . Greenwich, CT : Information Age .
   Google Scholar
• Dowson , M. and McInerney , D. M. 2003 . What do students say about their motivational goals? Towards a more complex and dynamic perspective on student motivation . Contemporary Educational Psychology , 28 ( 1 ) : 91 – 113 .
   Web of Science ®Google Scholar
• Efklides , A. and Volet , S. E. 2005 . Emotional experiences during learning: Multiple, situated and dynamic . Learning and Instruction , 15 : 377 – 380 .
   Web of Science ®Google Scholar
• Ercikan , K. and Roth , W. M. 2006 . What good is polarising research into qualitative and quantitative? . Educational Researcher , 35 ( 5 ) : 14 – 23 .
   Google Scholar
• Feltovich , P. J. , Spiro , R. J. , Coulson , R. L. and Feltovich , J. 1996 . “ Collaboration within and among minds: Mastering complexity, individuality and in groups ” . In CSCL: Theory and practice of an emerging paradigm , Edited by: Koschmann , T. 25 – 44 . Mahwah, NJ : Erlbaum .
   Google Scholar
• Ford , M. E. 1992 . Motivating humans. Goals, emotions and personal agency beliefs , Newbury Park, CA : Sage .
   Google Scholar
• Greeno , J. G. 1997 . On claims that answer the wrong questions . Educational Researcher , 26 ( 1 ) : 5 – 17 .
   Google Scholar
• Greeno , J. G. 2006 . “ Learning in activity ” . In The Cambridge handbook of the learning sciences , Edited by: Sawyer , R. K. 79 – 96 . New York : Cambridge University Press .
   Google Scholar
• Gurtner , J.-L. , Monnard , I. and Genoud , P. A. 2001 . “ Towards a multilayer model of context and its impact on motivation ” . In Motivation in learning contexts. Theoretical advances and methodological implications , Edited by: Volet , S. and Järvelä , S. 189 – 208 . Amsterdam : Pergamon .
   Google Scholar
• Hickey , D. T. 2003 . Engaged participation vs. marginal non-participation: A stridently sociocultural model of achievement motivation . Elementary School Journal , 103 : 401 – 429 .
   Web of Science ®Google Scholar
• Järvelä , S. and Järvenoja , H. Socially constructed self-regulated learning in collaborative learning groups . Teachers College Records , (in press)
   Web of Science ®Google Scholar
• Järvelä , S. , Järvenoja , H. and Veermans , M. 2008 . Understanding dynamics of motivation in socially shared learning . International Journal of Educational Research , 47 : 122 – 135 .
   Google Scholar
• Järvelä , S. and Salovaara , H. 2004 . The interplay of motivational goals and cognitive strategies in new pedagogical culture—A context oriented and qualitative approach . European Psychologist , 9 : 232 – 244 .
   Web of Science ®Google Scholar
• Järvelä , S. , Veermans , M. and Leinonen , P. 2008 . Investigating students' engagement in a computer-supported inquiry: A process-oriented analysis . Social Psychology in Education. , 11 : 299 – 322 .
   Google Scholar
• Järvelä , S. and Volet , S. 2004 . Motivation in real-life, dynamic and interactive learning environments: Stretching constructs and methodologies . European Psychologist. , 9 : 193 – 197 .
   Web of Science ®Google Scholar
• Järvenoja , H. and Järvelä , S. 2005 . How the students explain their social, emotional and motivational experiences during their learning processes . Learning and Instruction. , 15 : 465 – 480 .
   Web of Science ®Google Scholar
• Järvenoja , H. and Järvelä , S. 2009 . Emotion control in collaborative learning situations - Do students regulate emotions evoked from social challenges? . British Journal of Educational Psychology , 79 : 463 – 481 .
   PubMed Web of Science ®Google Scholar
• Järvenoja , H. , Volet , S. and Järvelä , S. 2009 . Regulation of emotions in socially challenging learning situations: An instrument to measure the adaptive and social nature of the regulation process Manuscript submitted for publication
   Google Scholar
• King , A. 1998 . Transactive peer tutoring: Distributing cognition and metacognition . Educational Psychology Review , 10 ( 1 ) : 57 – 74 .
   Web of Science ®Google Scholar
• King , A. 2002 . Structuring peer interaction to promote high-level cognitive processing . Theory into Practice , 41 ( 1 ) : 33 – 39 .
   Web of Science ®Google Scholar
• Krapp , A. and Lewalter , D. 2001 . “ Development of interests and interest-based motivational orientations: A longitudinal study in vocational school and work settings ” . In Motivation in learning contexts: Theoretical advances and methodological implications , Edited by: Volet , S. and Järvelä , S. 209 – 232 . London : Pergamon .
   Google Scholar
• Mäkitalo , K. , Häkkinen , P. , Järvelä , S. and Leinonen , P. 2002 . Mechanisms of common ground in case-based web discussions in teacher education . The Internet and Higher Education , 5 : 247 – 265 .
   Google Scholar
• Mansfield , C. Managing multiple goals in real learning contexts . International Journal of Educational Research , (in press)
   Google Scholar
• Martin , J. 2007 . The selves of educational psychology . Educational Psychologist , 42 : 79 – 89 .
   Web of Science ®Google Scholar
• McCaslin , M. and Hickey , D. T. 2001 . “ Self-regulated learning and academic achievement: A Vygotskian view ” . In Self-regulated learning and academic achievement: Theory, research, and practice, , 2nd ed. , Edited by: Zimmerman , B. and Schunk , D. 227 – 252 . Mahwah, NJ : Erlbaum .
   Google Scholar
• McInerney , D. M. and Van Etten , S. , eds. 2002 . Research on sociocultural influences on motivation and learning , Greenwich, CT : Information Age .
   Google Scholar
• Mercer , N. 2007 . Commentary on the reconciliation of cognitive and sociocultural accounts of conceptual change . Educational Psychologist , 42 ( 1 ) : 75 – 78 .
   Web of Science ®Google Scholar
• Miller , J. G. 1978 . Living systems , New York : McGraw Hill .
   Google Scholar
• Nolen , S. 2006 . Validity in assessing self-regulated learning: A comment on Perry and Winne . Educational Psychology Review , 18 : 229 – 232 .
   Web of Science ®Google Scholar
• Nolen , S. 2007 . The development of motivation to read and write in young children: Development in social contexts . Cognition & Instruction. , 25 : 219 – 270 .
   PubMed Web of Science ®Google Scholar
• Nolen , S. B. and Ward , C. J. 2008 . “ Sociocultural and situative research on motivation ” . In Social psychological perspective on motivation and achievement. Advances in motivation and achievement , Edited by: Maehr , M. , Karabenick , S. and Urdan , T. Vol. 15 , 428 – 460 . London : Emerald Group .
   Google Scholar
• Pauli , R. , Mohiyeddini , C. , Bray , D. , Michie , F. and Street , B. 2007 . Individual differences in negative group work experiences in collaborative student learning . Educational Psychology , 28 ( 1 ) : 1 – 15 .
   Web of Science ®Google Scholar
• Pressick-Kilborn , K. , Sainsbury , E. and Walker , E. 2005 . Making sense of theoretical frameworks and methodological approaches: Exploring conceptual change and interest in learning from a sociocultural perspective . Australian Educational Researcher , 32 ( 2 ) : 25 – 48 .
   Web of Science ®Google Scholar
• Pressick-Kilborn , K. and Walker , R. 2002 . “ The social construction of interest in a learning community ” . In Research on sociocultural influences on motivation and learning , Edited by: McInerney , D. M. and Van Etten , S. 153 – 182 . Greenwich, CT : Information Age .
   Google Scholar
• Roschelle , J. and Teasley , S. 1995 . “ The construction of shared knowledge in collaborative problem solving ” . In Computer supported collaborative learning , Edited by: O'Malley , C. E. 69 – 97 . Heidelberg, Germany : Springer-Verlag .
   Google Scholar
• Salili , F. 1996 . Achievement motivation: A cross-cultural comparison of British and Chinese students . Educational Psychology , 16 : 271 – 280 .
   Google Scholar
• Salomon , G. and Globerson , T. 1989 . When teams do not function the way they ought to . International Journal of Educational Research , 13 ( 1 ) : 89 – 100 .
   Google Scholar
• Salonen , P. , Vauras , M. and Efklides , A. 2005 . Social interaction: What can it tell us about metacognition and co-regulation in learning? . European Psychologist , 10 : 199 – 208 .
   Web of Science ®Google Scholar
• Sfard , A. 1998 . On two metaphors for learning and the dangers of choosing just one . Educational Researcher , 27 ( 2 ) : 4 – 13 .
   Google Scholar
• Summers , M. and Volet , S. E. 2009 . Group work does not necessarily equal collaborative learning: Evidence from observations and self-reports Manuscript submitted for publication
   Google Scholar
• Triandis , H. C. 1995 . Individualism and collectivism , San Francisco, CA : Westview .
   Google Scholar
• Turner , J. C. , Meyer , D. K. , Cox , K. E. , Logan , C. , DiCintio , M. and Thomas , C. 1998 . Creating contexts for involvement in mathematics . Journal of Educational Psychology. , 90 : 730 – 745 .
   Web of Science ®Google Scholar
• Turner , J. C. , Meyer , D. K. , Midgley , C. and Patrick , H. 2003 . Teachers' discourse and sixth graders' reported affect and achievement behaviors in two high mastery/ high performance mathematics classrooms . The Elementary School Journal , 103 : 357 – 382 .
   Web of Science ®Google Scholar
• Turner , J. and Patrick , H. 2004 . Motivational influences on student participation in classroom learning activities . Teachers College Record. , 106 : 1759 – 1785 .
   Web of Science ®Google Scholar
• Urdan , T. C. , Kneisel , L. and Mason , V. 1999 . “ The effect of particular instructional practices on student motivation: An exploration of teachers' and students' perceptions ” . In Advances in motivation and achievement Vol. 11: Motivation in context , Edited by: Urdan , T. 123 – 158 . Stanford, CT : JAI Press .
   Google Scholar
• Urdan , T. C. and Maehr , M. 1995 . Beyond a two goal theory of motivation: A case for social goals . Review of Educational Research. , 65 : 213 – 244 .
   Web of Science ®Google Scholar
• Valsiner , J. 1992 . “ Interest: A metatheoretical perspective ” . In The role of interest in learning and development , Edited by: Renninger , A. , Hidi , S. and Krapp , A. 27 – 41 . Hillsdale, NJ : Erlbaum .
   Google Scholar
• Van Boxtel , C. , van der Linden , J. and Kanselaar , G. 2000 . Collaborative learning tasks and the elaboration of conceptual knowledge . Learning and Instruction. , 10 : 311 – 330 .
   Web of Science ®Google Scholar
• Vauras , M. , Iiskala , T. , Kajamies , A. , Kinnunen , R. and Lehtinen , E. 2003 . Shared regulation and motivation of collaborating peers: A case analysis . Psychologia. , 46 : 19 – 37 .
   Web of Science ®Google Scholar
• Vauras , M. , Salonen , P. and Kinnunen , R. 2009 . “ Influences of group processes and interpersonal regulation on motivation, affect and achievement ” . In Social psychological perspective on motivation and achievement. Advances in motivation and achievement , Edited by: Maehr , M. , Karabenick , S. and Urdan , T. Vol. 15 , 275 – 314 . London : Emerald Group .
   Google Scholar
• Vauras , M. , Salonen , P. , Lehtinen , E. and Lepola , J. 2001 . “ Long-term development of motivation and cognitition in family and school contexts ” . In Motivation in learning context: Theoretical advances and methodological implications , Edited by: Volet , S. and Järvelä , S. 295 – 315 . London : Pergamon .
   Google Scholar
• Volet , S. E. 2001 . “ Understanding learning and motivation in context: A multi-dimensional and multi-level cognitive-situative perspective ” . In Motivation in learning contexts: Theoretical advances and methodological implications , Edited by: Volet , S. E. and Järvelä , S. 57 – 82 . Amsterdam : Elsevier Science .
   Google Scholar
• Volet , S. and Ang , G. 1998 . Culturally mixed groups on international campuses: An opportunity for inter-cultural learning . Higher Education Research & Development , 17 ( 1 ) : 5 – 23 .
   Google Scholar
• Volet , S. E. and Karabenick , S. 2006 . “ Help-seeking in cultural context ” . In Help seeking in academic settings: Goals, groups and contexts , Edited by: Karabenick , S. and Newman , R. 117 – 150 . Mahwah, NJ : Erlbaum .
   Google Scholar
• Volet , S. E. and Mansfield , C. 2006 . Group work at university: Significance of personal goals in the regulation strategies of students with positive and negative appraisals . Higher Education, Research and Development. , 25 : 341 – 356 .
   Google Scholar
• Volet , S. E. , Vauras , M. and Salonen , P. 2009 . Self- and social regulation in learning contexts: An integrative perspective . Educational Psychologist , 44 : 215 – 226 .
   Web of Science ®Google Scholar
• Vygotsky , L. S. 1978 . Mind in society: The development of higher psychological processes , Cambridge, MA : Harvard University Press .
   Google Scholar
• Walker , R. A. “ Sociocultural issues in motivation ” . In International encyclopedia of education, , 3rd ed , Edited by: Baker , E. , McGaw , B. and Peterson , P. Amsterdam : Elsevier . (in press)
   Google Scholar
• Walker , R. A. , Pressick-Kilborn , K. , Arnold , L. and Sainsbury , E. 2004 . Investigating motivation in context: multiple dimensions, domains and assessments . European Psychologist. , 9 : 245 – 256 .
   Web of Science ®Google Scholar
• Webb , N. M. , Nemer , K. M. and Ing , M. 2006 . Small-group reflections: Parallels between teacher discourse and student behaviour in peer-directed groups . Journal of the Leaning Sciences , 15 ( 1 ) : 63 – 119 .
   Web of Science ®Google Scholar
• Webb , N. M. and Palincsar , A. S. 1996 . “ Group processes in the classroom ” . In Handbook of educational psychology , Edited by: Berliner , D. C. and Calfee , R. C. 841 – 873 . New York : Simon & Schuster Macmillan .
   Google Scholar
• Wentzel , K. R. 1991 . Social compentence at school: Relation between social responsibility and academic achievement . Review of Educational Research , 61 ( 1 ) : 1 – 24 .
   Web of Science ®Google Scholar
• Wentzel , K. R. 1999 . Social-motivational processes and interpersonal relationships: Implications for understanding motivation at school . Journal of Educational Psychology , 91 ( 1 ) : 76 – 97 .
   Web of Science ®Google Scholar
• Winne , P. H. 2004 . Theoretical and methodological challenges when researching motivation in context . European Psychologist. , 9 : 257 – 263 .
   Web of Science ®Google Scholar
• Winne , P. H. and Hadwin , A. F. 2008 . “ The weave of motivation and self-regulated learning ” . In Motivation and self-regulated learning: Theory, research, and applications , Edited by: Schunk , D. H. and Zimmerman , B. J. 297 – 314 . Mahwah, NJ : Erlbaum .
   Google Scholar
• Wolters , C. A. 1998 . Self-regulated learning and collage students' regulation of motivation . Journal of Educational Psychology. , 90 : 224 – 235 .
   Web of Science ®Google Scholar
• Wolters , C. A. 2003 . Regulation of motivation: Evaluating an underemphasised aspect of self-regulated learning . Educational Psychologist. , 38 : 189 – 205 .
   Web of Science ®Google Scholar
• Wosnitza , M. and Volet , S. E. 2009 . “ A framework for personal content goals in social learning contexts ” . In Contemporary motivation research: From global to local perspectives , Edited by: Wosnitza , M. , Karabenick , S. A. , Efklides , A. and Nenniger , P. 49 – 67 . New York : Hogrefe & Huber .
   Google Scholar
• Zimmerman , B. and Schunk , D. 2001 . Self-regulated learning and academic achievement, , 2nd ed. , Mahwah, NJ : Erlbaum .
   Google Scholar
• Zimmerman , B. and Schunk , D. 2007 . “ Motivation an essential dimension of self-regulated learning ” . In Motivation and self-regulated learning. Theory, research and applications , Edited by: Schunk , D. and Zimmerman , B. 1 – 30 . New York : Taylor & Francis .
   Google Scholar