Effects of an 8-Week Cooperative Learning Intervention on Physical Education Students’ Task and Self-Approach Goals, and Emotional Intelligence
Dados Bibliográficos
| ID | 15469895 |
|---|---|
| Autores | Sergio Rivera-Pérez (0000-0002-3091-5514, Universidad de Extremadura), Javier Fernandez-Rio (0000-0002-1368-3723, Universidad de Oviedo, autor correspondente), Damián Iglesias Gallego (0000-0002-9773-0813, Universidad de Extremadura) |
| Ano | 2020 |
| Volume | 18 |
| Fascículo | 1 |
| Páginas | 61-61 |
| Data de publicação | 2020-12-23 |
| Peer Reviewed | Sim |
| Open Access | Sim |
| Tipo | ARTICLE |
| Periódico | International Journal of Environmental Research and Public Health (JOURNAL) |
| Identificadores do periódico | ISSN: 1661-7827 • E-ISSN: 1660-4601 |
| Editora | Multidisciplinary Digital Publishing Institute (PUBLISHER • CH) |
| DOI | 10.3390/ijerph18010061 |
| PMID | 33374777 |
| OpenAlex | W3115974049 |
| Idioma | EN |
| Citações recebidas | 15 |
| Referências citadas | 42 |
Previous research highlighted the effectiveness of cooperative learning in the four learning domains: physical, cognitive, social and affective. However, recent reviews have called for more empirical research on social and emotional learning based on contemporary theories, frameworks and assessment tools. Little is known about the links between cooperative learning and two strong contemporary frameworks: the achievement goal theory and the four-branch model of emotional intelligence. The goal of this study was to assess the connections between cooperative learning, task and self-approach goals, and emotional intelligence in physical education classes. Forty primary education students (21 girls, 19 boys), 10-12 years ( M age = 10.87; SD = 0.85), enrolled in two different classes in only one school, participated. None of them had experienced cooperative learning as a pedagogical model before. The study followed a one group, pre-test-post-test, pre-experimental design. Both classes experienced the same cooperative learning intervention programme conducted in physical education, which included two consecutive learning units for a total of 16 sessions (2 per week/50 min each). The same physical education teacher, an expert in cooperative learning, conducted all sessions. Results showed that the cooperative learning framework helped increase students' self-approach goals and their emotional control and regulation, and empathy. In conclusion, the present study reinforced the use of cooperative learning in physical education, because it can guide students to more adaptive motivational patterns and to develop their emotional intelligence. Furthermore, it contributes to the students' social and emotional learning building quality relationships, learning to manage stressors, and evolve individually and in groups
Cognition · Cooperative learning · Developmental psychology · Emotional intelligence · Empathy · Intervention (counseling · Mathematics education · Physical education · Teaching method · Test (biology · Applied Psychology · Education, Achievement, and Giftedness · Motivation and Self-Concept in Sports · Physical Education and Pedagogy · Psychology · Social Psychology
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A model fidelity check in cooperative learning research in physical education
Improving problem-solving skills in pre-service teachers
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Stimulating creativity in the classroom
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Models-based practice
Social and Emotional Learning
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Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature
The emotional intelligence of leaders
A 3 × 2 achievement goal model.
Fidelity in Models-Based Practice Research in Sport Pedagogy
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Classrooms
Emotional Intelligence
High versus low-structured cooperative learning. Effects on prospective teachers’ regulation dominance, motivation, content knowledge and responsibility
Linking Cooperative Learning and Emotional Intelligence in Physical Education
Emotion Regulation Abilities and the Quality of Social Interaction
A scoping review critically examining research connecting social and emotional learning with three model-based practices in physical education
Hiding behind the camera
Challenging gender relations in PE through cooperative learning and critical reflection
Closing the theory–practice gap
A didactic analysis of content development during Cooperative Learning in primary physical education
Effects of cooperative learning on peer relations, empathy, and bullying in middle school
A 2 × 2 achievement goal framework
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Approach and avoidance achievement goals and intrinsic motivation
| Obras citantes distintas | 15 |
|---|---|
| Citações por ano | 3 |
| Intervalo de citações | 2021 - 2026 (6) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 15 |