The impact of cooperative learning on peer relationships, intrinsic motivation and future intentions to do sport / Repercusión del aprendizaje cooperativo sobre las relaciones con los compañeros, la motivación intrínseca y las intenciones futuras de práctica deportiva

Background: Understanding intra-individual change is a key question when studying causality between variables. The first objective was to examine, using the technique of true intra-individual change (TIC, Δ) for the first 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

Antecedentes: conocer el cambio intraindividual es una cuestión clave para bordar el estudio de la causalidad entre variables. El primer objetivo fue comprobar, por primera vez, utilizando la técnica del verdadero cambio intraindividual (TIC, Δ), la secuencia motivacional propuesta por Vallerand (1997), ΔAprendizaje cooperativo → Δ Relación → ΔMotivación intrínseca → ΔIntenciones de práctica deportiva. Método: la muestra estuvo formada por 372 estudiantes que se dividieron en dos grupos: experimental y control. Durante 6 meses al grupo experimental se le aplicaron estrategias de aprendizaje cooperativo por un profesor formado a tal efecto. Resultados: se observaron cambios positivos en el grupo experimental en todas las variables analizadas, mientras que el grupo control permaneció estable. El TIC permite aceptar la secuencia motivacional descrita. Conclusiones: el aprendizaje cooperativo puede ser un método adecuado para incrementar la motivación autodeterminada en base al modelo descrito

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

BACKGROUND: Understanding intra-individual change is a key question when studying causality between variables. The first objective was to examine, using the technique of true intra-individual change (TIC, Δ) for the first 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.