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. 2022;25(1):169-208.
doi: 10.1007/s11218-021-09666-3. Epub 2021 Dec 10.

Understanding motivation for implementing cooperative learning methods: a value-based approach

Dimitra Filippou  1 , Céline Buchs  1 , Alain Quiamzade  1 , Caroline Pulfrey  2
Affiliations

Understanding motivation for implementing cooperative learning methods: a value-based approach

Dimitra Filippou et al. Soc Psychol Educ. 2022.

Abstract

The implementation of cooperative learning methods remains disparate in primary schools despite their widely recognised benefits. To explain this paradox, we first examined whether teachers' inclination towards cooperative methods is motivated by their values. Second, we tested whether motivational connections between personal values and cooperative methods are undermined when conflictual values are activated in context. Study 1 demonstrated that pre-service teachers strongly endorsed self-transcendence (ST) values (expressing compatible motivations with cooperation) relative to self-enhancement (SE) values (expressing conflictual motivations with cooperation). Adherence to ST values was also positively associated with their beliefs and attitudes regarding cooperative methods. In Studies 2, 3 and 4, educational sciences students were experimentally exposed to different contexts, wherein ST, SE or neutral values were promoted. Our findings indicate that when SE values were emphasised in the context, the positive association between ST values and beliefs/attitudes regarding cooperative methods disappeared. Although the results of Study 4 regarding the intention to use cooperative methods were not statistically significant, the pattern was similar. Finally, Study 5 showed that primary school teachers' ST values positively predicted the self-reported use of cooperative methods when they perceived their school to weakly endorse SE values, but not when they perceived it to strongly endorse them.

Keywords: Contextual values; Cooperative learning; Personal values; Teachers’ values.

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Conflict of interest statement

Conflict of interestThe authors declare that they have no conflict of interest.

Figures

Fig. 1
Fig. 1
Interaction between relative adherence to ST values and context portraying SE values, ST values, and control on beliefs about cooperative learning (Study 2)
Fig. 2
Fig. 2
Interaction between relative adherence to ST values and context portraying SE values, ST values and control on attitudes towards cooperative learning (Study 2)
Fig. 3
Fig. 3
Interaction between relative adherence to ST values and context portraying SEvalues, ST values and control on beliefs regarding cooperative learning (Study 3)
Fig. 4
Fig. 4
Interaction between relative adherence to ST values and school portraying ST values,SE values,  and control on the choice of cooperative group work (Study 4)
Fig. 5
Fig. 5
The interaction effect between teachers' (relative) adherence to ST values and the perceived school (relative) adherence to SE values on the frequency of cooperative group work implementation (Study 5)
Fig. 6
Fig. 6
Forest plots of the internal meta-analysis of studies 2, 3, 4, 5, for the effects of the interaction contrast 1*individuals’ relative adherence to ST values, on outcomes regarding cooperative learning methods
See this image and copyright information in PMC

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