How low motivation is reflected in students’ participation in the regulation of learning in collaborative learning?

Abstract

Collaborative learning is recognized as an effective method for both individual and group learning, and it also enhances collaboration skills. In such learning contexts, regulation of learning in both individual- and group-level is needed to guarantee high-quality collaborative learning. In collaborative learning, individuals must not only regulate their cognition but also develop the ability to regulate their motivation. Motivation is a complex psychological process influenced by individuals’ subjective beliefs and perceptions, which affect their effort, choices, and persistence. Regulation of motivation is employed when students encounter challenges in learning, motivation, or performance. The aim of this thesis was to explore students’ diverse motivational profiles and their participation in regulation of learning in a collaborative task. Specifically, we were interested in students with low motivation.

In this study, we examined six groups with different motivational profiles and their group members’ participation in the regulation of learning in the collaborative task. Participants were 13- to 16-year-olds eighth graders from a comprehensive school in Oulu. Our data consisted of a questionnaire of motivation and motivation regulation skills, and video data of the groups’ collaboration. Regulation of learning was identified from video and later analyzed using mixed methods. This thesis answers to research questions 1) what kind of motivational profiles can be found among secondary school students based on their motivational beliefs and motivation regulation skills, and 2) how are students’ motivational profiles reflected in their participation of regulation in collaborative learning.

Four distinct motivational profiles were identified among the eighth graders: 1) motivated with moderate regulation, 2) low motivated, 3) highly motivated, and 4) moderately motivated. The results indicated that students with low motivation controlled learning situation more than highly motivated students. They regulated motivation and emotion more than cognition, whereas highly motivated students’ regulation was balanced across motivation and emotion, and cognition. However, there was no significant difference in overall participation in regulation between the motivational profiles.

Our findings indicate that students’ motivational beliefs are shown in their participation in collaborative learning. Further investigation should also delve into the dynamics of group-level regulation and the nature of participation in regulation. Understanding individuals’ motivational beliefs and expanding this research to broader areas of education and life domains is important, as it could significantly enhance individual well-being and in the long term help tackle global challenges such as climate change.