NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ866455
Record Type: Journal
Publication Date: 2009-May
Pages: 18
Abstractor: As Provided
Reference Count: 40
ISSN: ISSN-0305-5698
The Relation of Learners' Motivation with the Process of Collaborative Scientific Discovery Learning
Saab, Nadira; van Joolingen, Wouter R.; van Hout-Wolters, B. H. A. M.
Educational Studies, v35 n2 p205-222 May 2009
In this study, we investigated the influence of individual learners' motivation on the collaborative discovery learning process. In this we distinguished the motivation of the individual learners and had eye for the composition of groups, which could be homogeneous or heterogeneous in terms of motivation. The study involved 73 dyads of 10th-grade learners. Learners worked in dyads on separate screens in a shared discovery learning environment. They communicated using a chat box. A self-report questionnaire was used to measure the motivational beliefs of learners. We used on-line measures to measure communicative and discovery activities of the learners. Task value seems to be an important motivational construct with regard to the composition of dyads. The results show that the performance of a dyad existing of a highly and a lowly motivated learner can be influenced positively by the highly motivated peer. (Contains 2 notes, 10 tables and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands (Amsterdam)