STUDENTS’ INTRINSIC MOTIVATION IN LEARNING

The influence of collaborative learning on student motivation has been widely acknowledged. Even though, the connection between a student’s motivational orientation and the perception of themselves, their peers, collaborative behaviors, and learning outcomes in a cooperative environment has not been systematically observed. This paper presents an exploratory investigation of data gathered from a collaborative learning study, focusing on the motivational tendencies of students and their partners. The findings indicate that a student's individual motivational orientation can significantly influence how they perceive the exchange of assistance during collaboration, occasionally distorting their view of the actual support provided.

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