The influence of achievement goals on collaborative interactions and knowledge convergence |
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| Institution: | 1. Perelman School of Medicine, University of Pennsylvania, 3400 Spruce Street, Philadelphia, PA, 19104, USA;2. Department of Orthopaedic Surgery, University of Pennsylvania, 3737 Market Street, 6th Floor, Philadelphia, PA, 19104, USA;3. Department of Orthopaedic Surgery University of Pennsylvania, 800 Spruce Street, 8th Floor Preston Building, Philadelphia, PA, 19107, USA;1. Department of Psychology, University of Augsburg, Universitaetsstraße 10, 86159 Augsburg, Germany;2. Institute of Education, University of Zurich, Freiestrasse 36, 8032 Zurich, Switzerland;3. German Institute for International Educational Research, Schlossstrasse 29, 60486 Frankfurt am Main, Germany;1. University of Amsterdam, Research Institute of Child Development and Education, PO-box 15776, 1001 NG, Amsterdam, the Netherlands;2. Utrecht University, Department of Media and Culture Studies, Muntstraat 2a, 3512 EV, Utrecht, the Netherlands;3. University of Antwerp, Department of Educational Sciences, Sint-Jacobstraat 2-4, 2000, Antwerpen, Belgium;1. Hefei National Laboratory for Physical Sciences at the Microscale, and School of Life Sciences, University of Science and Technology of China, Hefei 230027, China;2. Auditory Research Laboratory, School of Life Sciences, University of Science and Technology of China, Hefei 230027, China;3. Faculty of Psychology, Southwest University, Chongqing 400175, China;1. Mathematics Education Centre, Loughborough University, Loughborough, UK;2. Section Educational Neuroscience, Faculty of Behavioural and Movement Sciences, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands;3. Numerical Cognition Laboratory, Department of Psychology and Brain and Mind Institute, University of Western Ontario, London, Ontario, Canada;4. Department of Psychology, University of Amsterdam, Amsterdam, The Netherlands;1. Department of Instructional Technology, University of Twente, Postbus 217, 7500 AE, Enschede, The Netherlands;2. Center for Instructional Psychology & Technology, KU Leuven, Etienne Sabbelaan 53, 8500, Kortrijk, Belgium;3. Institute of Information and Computing Sciences, Utrecht University, Princetonplein 5, 3584 CC, Utrecht, The Netherlands |
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| Abstract: | Although there is evidence of the influence of achievement goals on individuals’ learning, less is known about their influence on collaborative groups. In this study, 45 pairs of college students engaged in a building task. Twenty-three of the pairs were assigned to a learning goal condition and 22 to a performance goal condition. Pre- and post-test measures were used to quantify differences in outcomes, knowledge convergence and knowledge convergence mechanisms between conditions; qualitative coding was conducted to understand differences in interactions. Results indicated no difference in overall measures of learning and performance outcomes between conditions. However, groups with a learning goal showed more knowledge convergence than groups with a performance goal. Groups with a learning goal engaged in more reflection and more explanations during the task than groups with a performance goal. These results suggest that achievement goals influence interaction behaviors when students are engaged in collaborative activities. |
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| Keywords: | Collaborative learning Achievement goals Motivation Knowledge convergence |
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