The impact of cooperative learning on peer relationships, intrinsic motivation and future intentions to do sport

  1. José Antonio Cecchini Estrada 1
  2. Carmen González González-Mesa 1
  3. Roberto Llamedo Suárez 1
  4. Beatriz Sánchez Martínez 1
  5. Celestino Rodríguez Pérez 1
  1. 1 Universidad de Oviedo
    info
    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

    Geographic location of the organization Universidad de Oviedo
Journal:
Psicothema

ISSN: 0214-9915,  1886-144X

Year of publication: 2019

Volume: 31

Issue: 2

Pages: 163-169

Type: Article

DOI: 10.7334/PSICOTHEMA2018.305 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psicothema

Abstract

Background: Understanding intra-individual change is a key question when studying causality between variables. The fi rst objective was to examine, using the technique of true intra-individual change (TIC, Δ) for the fi rst time, the motivational sequence proposed by Vallerand (1997), ΔCo-operative learning  ΔRelatedness  ΔIntrinsic motivation  ΔIntention to do sport. Method: The sample comprised 372 students divided into two groups, experimental and control. During a 6 month period the experimental group was taught co-operative learning strategies by a suitably trained teacher. Results: Positive changes were seen in the experimental group in all of the variables examined, while the control group remained unchanged. The results of the TIC suggest accepting the motivational sequence describe. Conclusions: Co-operative learning may by an appropriate method to improve self-determined motivation according to the model described

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