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The Impact of Cooperative Learning on University Students’ Academic Goals

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...

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Autores principales: Mendo-Lázaro, Santiago, León-del-Barco, Benito, Polo-del-Río, María-Isabel, López-Ramos, Víctor M.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8766329/
https://www.ncbi.nlm.nih.gov/pubmed/35069372
http://dx.doi.org/10.3389/fpsyg.2021.787210
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author Mendo-Lázaro, Santiago
León-del-Barco, Benito
Polo-del-Río, María-Isabel
López-Ramos, Víctor M.
author_facet Mendo-Lázaro, Santiago
León-del-Barco, Benito
Polo-del-Río, María-Isabel
López-Ramos, Víctor M.
author_sort Mendo-Lázaro, Santiago
collection PubMed
description 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 via 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.
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spelling pubmed-87663292022-01-20 The Impact of Cooperative Learning on University Students’ Academic Goals Mendo-Lázaro, Santiago León-del-Barco, Benito Polo-del-Río, María-Isabel López-Ramos, Víctor M. Front Psychol Psychology 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 via 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. Frontiers Media S.A. 2022-01-05 /pmc/articles/PMC8766329/ /pubmed/35069372 http://dx.doi.org/10.3389/fpsyg.2021.787210 Text en Copyright © 2022 Mendo-Lázaro, León-del-Barco, Polo-del-Río and López-Ramos. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Mendo-Lázaro, Santiago
León-del-Barco, Benito
Polo-del-Río, María-Isabel
López-Ramos, Víctor M.
The Impact of Cooperative Learning on University Students’ Academic Goals
title The Impact of Cooperative Learning on University Students’ Academic Goals
title_full The Impact of Cooperative Learning on University Students’ Academic Goals
title_fullStr The Impact of Cooperative Learning on University Students’ Academic Goals
title_full_unstemmed The Impact of Cooperative Learning on University Students’ Academic Goals
title_short The Impact of Cooperative Learning on University Students’ Academic Goals
title_sort impact of cooperative learning on university students’ academic goals
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8766329/
https://www.ncbi.nlm.nih.gov/pubmed/35069372
http://dx.doi.org/10.3389/fpsyg.2021.787210
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