Previous research suggests asynchronous online computer-mediated communication (CMC) has deleterious effects on certain cooperative learning pedagogies (e.g., constructive controversy), but the processes underlying this effect and how it may be ameliorated remain unclear. This study tests whether asynchronous CMC thwarts belongingness needs necessary for promotive social interactions and motivation underlying cooperative learning pedagogies by randomly assigning 171 students to a 3 (initial belongingness: acceptance, mild rejection, control) x 3 (synchronicity: face-to-face, synchronous CMC, asynchronous CMC) experimental-control design. As predicted, under acceptance, cooperative perceptions, epistemic regulation, and motivation (post-controversy belongingness, interest-value, perceptions of technology) increased. Also as expected, under asynchronous CMC, competitive and individualistic perceptions and relational regulation increased, while epistemic regulation, motivation (post-controversy belongingness, interest-value, perceptions of technology), and achievement (completion rate, integrative statements) decreased. Overall, findings suggest that synchronicity and belongingness have additive effects on constructive controversy, and that acceptance buffers but does not offset the effects of asynchronous CMC. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]