The DOI matches its Crossref record; 85 of the 85 references it cites were found in a registry or an index.
Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes
Abstract
In this article we propose that in order to advance our understanding of motivation in collaborative learning we should move beyond the cognitive–situative epistemological divide and combine individual and social processes. Our claim is that although recent research has recognized the importance of social aspects in emerging and sustained motivation in collaborative learning activities, the social is mainly conceived as a unidirectional source of influence on individual motivation. In the article we examine the significance of motivation in research on collaborative learning. We discuss two characterizations of the role of the social in conceptualizations of motivation, namely, social influence and social construction, and outline our case for moving beyond the cognitive–situative divide and combining individual and social processes in research on motivation. Finally, we present illustrations from recent research on motivation in collaborative learning that has attempted to bridge the cognitive–situative divide across theoretical perspectives or using different methods.
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Citations
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Individualism and collectivism
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New Frontiers: Regulating Learning in CSCL
Järvelä, S., & Hadwin, A. F. (2013) · Educational Psychologist · doi:10.1080/00461520.2012.748006 · Cited by 722
Self-citationJärvelä, S., Kirschner, P. A., Panadero, E., Malmberg, J., Phielix, C., Jaspers, J., Koivuniemi, M., & Järvenoja, H. (2015) · Educational Technology Research and Development · doi:10.1007/s11423-014-9358-1 · Cited by 373
Self-citationSelf- and social regulation in learning contexts: an integrative perspective.
VOLET, S., VAURAS, M., & SALONEN, P. (2009) · Educational Psychologist · doi:10.1080/00461520903213584 · Cited by 374
Self-citationSocially shared regulation of learning: a review.
Panadero, E., & Järvelä, S. (2015) · European Psychologist · doi:10.1027/1016-9040/a000226 · Cited by 355
Self-citationRogat, T. K., & Linnenbrink-Garcia, L. (2011) · Cognition and Instruction · doi:10.1080/07370008.2011.607930 · Cited by 306
Metadata
- Authors
- JÄRVELÄ, S., VOLET, S., & JÄRVENOJA, H.
- Venue
- Educational Psychologist
- Publisher
- Informa UK Limited
- Published
- 2010-01-13
- Volume
- 45
- Issue
- 1
- Pages
- 15-27
- ISSN
- 0046-1520 (ISSN-L)
- 1532-6985
- OpenAlex
- W2100997296
- Cited by
- 351
- References
- 85
- FWCI
- 46.26
- Type
- journal article
- Language
- en
- Open access
- closed
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- JÄRVELÄ, S., VOLET, S., & JÄRVENOJA, H. (2010). Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes. Educational Psychologist. https://doi.org/10.1080/00461520903433539
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
