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The influence of achievement goals on collaborative interactions and knowledge convergence
ARTICLE

Learning and Instruction Volume 50, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

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.

Citation

Mercier, E.M. (2017). The influence of achievement goals on collaborative interactions and knowledge convergence. Learning and Instruction, 50(1), 31-43. Elsevier Ltd. Retrieved November 18, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2016.11.006

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