The Relationship Between the Motivational Style of Teachers and the Implementation of Cooperative Learning: A Self Determination Theory Approach
Year: 2025
Type: article
Study design: Observational Study
Abstract: Cooperative learning (CL) is a methodological approach consisting of a series of techniques based on group work, where each member works together within the team to achieve a common goal. There is widespread evidence of its benefits for both students and teachers and it has been used successfully at various educational levels, from early childhood education to university studies. However, it is still used at a low percentage; therefore, it is of great interest to study the factors that favour its implementation by teachers. This study aims to study motivation, based on the theory of self-determination, and its relationship with the use of CL in the classroom. A sample of 279 teachers (122 male and 157 female) who had previously received specific training in the use and application of CL was used. The results show a positive relationship between intrinsic regulation towards school tasks and the application of CL in the classroom (p = 0.029). These results have important implications for understanding the factors that lead teachers to maintain CL and how this methodology also improves their teaching.
Source: Sustainability
DOI: 10.3390/su17083673
Institution: Universidad de Oviedo
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
Estimated APC paid: $2,896
OpenAlex ID: W4409567133