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ERIC Number: EJ1054494
Record Type: Journal
Publication Date: 2013-Aug
Pages: 11
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-0022-0663
Enhancing Motivation and Engagement through Collaborative Discussion
Wu, Xiaoying; Anderson, Richard C.; Nguyen-Jahiel, Kim; Miller, Brian
Journal of Educational Psychology, v105 n3 p622-632 Aug 2013
Fourth- and fifth-grade students' motivation and engagement during classroom discussions were investigated in 2 studies. Study 1 examined students' moment-by-moment engagement during collaborative peer-managed small-group discussions in comparison to conventional teacher-managed whole-class discussions. Study 2 evaluated the long term effects of discussions on self-reported motivation. Both studies showed that collaborative discussions produced greater interest and engagement than conventional discussions. Student self-ratings of engagement as well as adult ratings of engagement during a 6-min episode of one discussion had relatively high correlations with student self-reported interest and engagement several months later. Girls reported greater interest and engagement than boys in both conventional and collaborative discussions and were rated as more engaged by both themselves and adults; however, boys showed a greater boost in interest from collaborative discussions. Talkative children reported greater interest and engagement than less talkative children. Low-ability children put a higher value on discussion than high-ability children.
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: Illinois
Identifiers - Assessments and Surveys: Cognitive Abilities Test; Gates MacGinitie Reading Tests
IES Funded: Yes
Grant or Contract Numbers: R305G030070; R305A080347