The Interplay of Motivational Goals and Cognitive Strategies in a New Pedagogical Culture: A Context

This article describes the results of an analysis of three years' process-oriented interview data concerning secondary school students' goals and learning strategies in computer-supported collaborative inquiries. Specifically, the changes in students' goal interpretations and the situational dynamics of students' goals and strategies were investigated over 3 years. By examining how these secondary school students (N = 18, from ages 13-15 years) interpret and explain different situations in a new instructional setting, we were able to determine their subjective and context-specific explanations of the situation. The interview data were analyzed using a qualitative content analysis, and nonparametric statistics were then used to authenticate some of the qualitative findings. The data show how the students' explanations and interpretations of their goals and strategies vary during different years of the study. It can be concluded that the students seem to develop both individual and contextual goals, as well...

[1]  Erno Lehtinen,et al.  Long-term development of learning activity: Motivational, cognitive, and social interaction , 1995 .

[2]  G. Salomon.  Distributed cognitions : psychological and educational considerations , 1997 .

[3]  P. Pintrich,et al.  Motivation in Education: Theory, Research, and Applications , 1995 .

[4]  D. Butler,et al.  Qualitative Approaches to Investigating Self-Regulated Learning: Contributions and Challenges , 2002 .

[5]  Shelly L. Gable,et al.  Achievement goals, study strategies, and exam performance: A mediational analysis. , 1999 .

[6]  Marlene Scardamalia,et al.  Computer Support for Knowledge-Building Communities , 1994 .

[7]  P. Pintrich.  The role of goal orientation in self-regulated learning. , 2000 .

[8]  M. Boekaerts.  Self-Regulated Learning. , 1999 .

[9]  Nancy E. Perry.  Introduction: Using Qualitative Methods to Enrich Understandings of Self-Regulated Learning , 2002 .

[10]  Sanna Järvelä,et al.  Student' Strategic Actions in Computer-Supported Collaborative Learning , 2003 .

[11]  T. Koschmann,et al.  CSCL 2 : carrying forward the conversation , 2003 .

[12]  Philip H. Winne,et al.  Measuring Self-Regulated Learning , 2000 .

[13]  Hanna Salovaara,et al.  An exploration of students' strategy use in inquiry-based computer-supported collaborative learning , 2005, J. Comput. Assist. Learn..

[14]  Abbas Tashakkori,et al.  Mixed Methodology: Combining Qualitative and Quantitative Approaches , 1998 .

[15]  Sanna Järvelä,et al.  Generalized achievement goals and situational coping in inquiry learning , 2004 .

[16]  P. Pintrich,et al.  Motivational and self-regulated learning components of classroom academic performance. , 1990 .

[17]  H. Simon,et al.  Situated Learning and Education1 , 1996 .

[18]  Carol Midgley,et al.  Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. , 1996 .

[19]  Michael J. Middleton,et al.  Turning the Kaleidoscope: What We See When Self-Regulated Learning is Viewed With a Qualitative Lens , 2002 .

[20]  S. Järvelä,et al.  Motivation in Learning Contexts: Theoretical Advances and Methodological Implications , 2001 .

[21]  Carole A. Ames.  Classrooms: Goals, structures, and student motivation. , 1992 .

[22]  The role of social context in educational psychology : substantive and methodological issues , 2000 .

[23]  Michael J. Middleton,et al.  Performance-Approach Goals: Good for What, for Whom, under What Circumstances, and at What Cost?. , 2001 .

[24]  P. Pintrich,et al.  Students' motivational beliefs and their cognitive engagement in classroom academic tasks. , 1992 .

[25]  Nancy E. Perry,et al.  Investigating Teacher-Student Interactions That Foster Self-Regulated Learning , 2002 .

[26]  P. Pintrich,et al.  Handbook of self-regulation , 2000 .

[27]  M. Scardamalia,et al.  Higher Levels of Agency for Children in Knowledge Building: A Challenge for the Design of New Knowledge Media , 1991 .

[28]  K. E. Barron,et al.  Revision of achievement goal theory: Necessary and illuminating. , 2002 .

[29]  M. Covington.  Goal theory, motivation, and school achievement: an integrative review. , 2000, Annual review of psychology.

[30]  John W. Creswell,et al.  Research Design: Qualitative, Quantitative, and Mixed Methods Approaches , 2010 .

[31]  M. Chi.  Quantifying Qualitative Analyses of Verbal Data: A Practical Guide , 1997 .

[32]  Gregory Schraw,et al.  An analysis of spontaneous study strategies. , 1990 .

[33]  Andrew J. Elliot,et al.  Rethinking achievement goals: When are they adaptive for college students and why? , 1998 .

[34]  J. Nicholls.  Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. , 1984 .

[35]  Kai Hakkarainen,et al.  The Interrogative Model of Inquiry and Computer-Supported Collaborative Learning , 2002 .

[36]  Michael J. Middleton,et al.  Avoiding the demonstration of lack of ability: An underexplored aspect of goal theory. , 1997 .

[37]  E. D. Groot.  Learning Through Interviewing: Students and Teachers Talk About Learning and Schooling , 2002 .

[38]  Pierre Dillenbourg,et al.  What we know about CSCL and implementing it in higher education , 2004 .

[39]  Paul R. Pintrich,et al.  Multiple goals, multiple contexts: The dynamic interplay between personal goals and contextual goal stresses. , 2001 .

[40]  Eric M. Anderman,et al.  Considering Contexts in Educational Psychology: Introduction to the Special Issue , 2000 .

[41]  P. Pintrich.  Multiple Goals, Multiple Pathways: The Role of Goal Orientation in Learning and Achievement. , 2000 .

[42]  Lieven Verschaffel,et al.  Powerful learning environments : unravelling basic components and dimensions , 2003 .