Abstract
Some groups work together more successfully than other groups. These differences could depend on the extent to which students’ basic psychological needs for autonomy, competence, and relatedness are supported during collaborative learning. The aim of the present study was to examine associations between need satisfaction and performance, and to examine whether students experience more need satisfaction and performed better if their teacher was present to offer support during collaborative learning. Students (N = 466) were randomly assigned to groups that were led by a teacher (N = 20 groups) or worked independently without teacher support (N = 129 groups). Results revealed that satisfaction of the needs for autonomy and competence was positively associated with performance, whereas relatedness satisfaction was negatively related to performance. Teacher-led groups and groups without a teacher present did not differ in need satisfaction or performance, indicating students are also able to offer each other support.
Original language | English |
---|---|
Pages (from-to) | 131-146 |
Number of pages | 16 |
Journal | Educational Studies |
Volume | 49 |
Issue number | 1 |
Early online date | 21 Oct 2020 |
DOIs | |
Publication status | Published - 2023 |
Bibliographical note
Publisher Copyright:© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
Keywords
- Collaborative learning
- need supportive teaching
- self-determination theory