THE IMPACT OF SCAFFOLDING, SOCIAL MOTIVATION AND PEER FEEDBACK ON PRIMARY SCHOOL STUDENTS' ACADEMIC MOTIVATION STIMULATION
DOI:
https://doi.org/10.46827/ejes.v11i5.5312Keywords:
academic motivation, educational intervention program, peer feedback, scaffolding, social motivationAbstract
We live in an increasingly accelerated world. The society we belong to has come to value other aspects of an individual's development. The phenomenon of learning is at the center of the concerns of all teachers, especially because every teacher wants his students not only to say that they are learning but to be dedicated and involved wholeheartedly in this process. This can be a reality, especially when we talk about a strong motivation to learn. Motivation has a very important role in the learning process, we can even say that it is the key to success in education. Our trust in group members exerted a profound influence on our motivation: successful group functioning requires that we be motivated to interact and engage with those around us. Feedback is essential to improving performance and is increasingly well understood, but the fact that it is so absent in classrooms should remain an important research topic. This study aimed to develop an educational intervention program based on scaffolding to stimulate academic motivation among third-grade students. The results demonstrated the fact that social motivation, respectively the peer feedback significantly contribute to the stimulation of students' motivation in the learning process.
Article visualizations:
References
Alias, N. A. (2012). Design of a motivational scaffold for the Malaysian elearning environment. Journal of Educational Technology & Society, 15(1), 137-151. http://www.jstor.org/stable/jeductechsoci.15.1.137
Barbu, A. M. (2012). Motivaţia învăţării şi reuşita şcolară. [Learning motivation and school success]. Editura Rovimed Publishers.
Botezatu, V., & Bîrnaz, N. (2019). Evaluarea formativă prin prisma abordărilor psihopedagogice în învățământul universitar. [Formative evaluation through the prism of psycho-pedagogical approaches in university education]. Studia Universitatis Moldaviae (Seria Ştiinţe ale Educaţiei), 129(9), 32-39.
Brownstein, B. (2001). Collaboration: The foundation of learning in the future. Education, 122(2), 204.
Chang, M., & Ho, C. (2009). Effects of locus of control and learner-control on web-based language learning. Computer Assisted Language Learning, 22(3), 189-206. https://doi.org/10.1080/09588220902920094
Chen, C.-H., & Law, V. (2016). Scaffolding individual and collaborative game-based learning in learning performance and intrinsic motivation. Computers in Human Behavior, 55(PB), 1201–1212. https://doi.org/10.1016/j.chb.2015.03.010
Cheng, W. & Warren, M. (2000). Making a difference: Using peers to assess individual student's contributions to a group project. Teaching in higher education (5)2, 243-255.
Chevallier, C., Kohls, G., Troiani, V., Brodkin, E. S., & Schultz, R. T. (2012). The social motivation theory of autism. Trends in cognitive sciences, 16(4), 231-239. https://doi:10.1016/j.tics.2012.02.007.
Dann, R. (2019). Feedback as a relational concept in the classroom. The Curriculum Journal, 30(4), 352-374. https://doi.org/10.1080/09585176.2019.1636839
Deci, E. L., & Ryan, R. M. (1985). The general causality orientations scale: Self-determination in personality. Journal of research in personality, 19(2), 109-134.
Drămnescu, A. M. (2010). Teoria socială a învăţării a lui Albert Bandura. Implicaţii în construirea modelelor pedagogice [Albert Bandura's social theory of learning. Implications in the construction of pedagogical models]. Studia Universitatis Moldaviae (Seria Ştiinţe ale Educaţiei), 39(9), 47-52.
Ellis, R. (2015). The study of second language acquisition. Oxford University Press.
Gong, X., Seaman, K. L., Fung, H. H., Loeckenhoff, C., & Lang, F. R. (2019). Development and validation of social motivation questionnaire. The Gerontologist, 59(6), https://doi:10.1093/geront/gny121
Jumaat, N. F., & Tasir, Z. (2016). A framework of metacognitive scaffolding in learning authoring system through Facebook. Journal of Educational Computing Research, 54, 619 - 659. https://doi.org/10.1177/0735633115627824
Krnjaji, S. B. (2002). Peer relationships and academic achievement. Zbornik Instituta za pedagoska istrazivanja, 34, 213–235. https://doi.org/10.2298/ZIPI0204213K.
Kuyyogsuy, S. (2019). Students’ Attitudes Toward Peer Feedback: Paving a Way for Students’ English Writing Improvement. English Language Teaching, 12(7). https://doi.org/10.5539/elt.v12n7p107
Lee, E. (2003). Learning through scaffolded assistance during interaction in the EFL classroom: The teacher's role to make an effective learning environment. Journal of Pan-Pacific Association of Applied Linguistics, 7(2), 189-213
Linderbaum, B. A., & Levy, P. E. (2010). The development and validation of the Feedback Orientation Scale (FOS). Journal of Management, 36(6), 1372-1405. https://doi:10.1177/014920631037314.
Mih, V. (2010). Psihologie Educațională. Volumul II. [Educational Psychology 2nd Volume] Editura ASCR.
Muste, D. (2019). Motivația învățării școlare. [School Learning Motivation]. În I. Albulescu, I., & H. Catalano. (Eds.). Sinteze de Pedagogia Învățământului Primar. Ghid pentru pregătirea examenelor de titularizare, definitivat și gradul didactic II. Editura Didactica Publishing House
Pletniov, O. (2015). Influența statutului de grup asupra motivatiei învățării. [The influence of group status on learning motivation]. Probleme ale ştiinţelor socioumanistice şi modernizării învăţământului (pp. 64-71). Editura Universitatea Pedagogică de Stat „Ion Creangă“.
Popenici, Ş., & Fartuşnic, C. (2009). Motivaţia pentru învăţare: de ce ar trebui să le pese copiilor de ea şi ce putem face pentru asta. [Motivation for learning: why children should care about it and what we can do about it]. Didactica Publishing House.
Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents' achievement and peer relationships: the effects of cooperative, competitive, and individualistic goal structures. Psychological bulletin, 134(2), 223. https://doi.org/10.1037/0033-2909.134.2.223.
Rubin, K. H., Bukowski, W. M., Parker, J. G., & Bowker, J. C. (2008). Peer interactions, relationships, and groups. In W. Damon & R. M. Lerner (Eds). Child and adolescent development: An advanced course (pp. 141–180). John Wiley & Sons, Inc. https://doi.org/ 10.1002/9780470147658.chpsy0310.
Tomasello, M., Carpenter, M., Call, J., Behne, T., & Moll, H. (2005). Understanding and sharing intentions: The origins of cultural cognition. Behavioral and brain sciences, 28(5), 675-691. https://doi:10.1017/S0140525X05000129.
Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68, 249e276
Ungureanu, M. (2012). Motivaţia învăţării şi succesul şcolar în învăţământul primar. [Learning motivation and school success in primary education]. Editura Profin.
Vallerand, R. J., Pelletier, L. G., Blais, M. R., Briere, N. M., Senecal, C., & Vallieres, E. F. (1992). The Academic Motivation Scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and psychological measurement, 52(4), 1003-1017.
Van de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher–Student interaction: A decade of research. Educational Psychology Review, 22(3), 271–296. https://doi.org/10.1007/s10648-010-9127-6.
Van Gennip, N. A. E., Segers, M. S. R., & Tillema, H. H. (2010). Peer assessment as a collaborative learning activity: the role of interpersonal variables and conceptions. Learning and Instruction, 20(4), https://doi.org/10.1016/j.learninstruc.2009.08.010.
Wentzel, K. R. (2017). Peer relationships, motivation, and academic performance at school. In A. J. Elliot, C. S. Dweck, & D. S. Yeager (Eds.). Handbook of competence and motivation: Theory and application (pp. 586–603). The Guilford Press.
Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem-solving. Journal of Child Psychology and Psychiatry, 17, 89–100.
Yang, M., & Carless, D. (2013). The feedback triangle and the enhancement of dialogic feedback processes. Teaching in Higher Education, 18(3), 285-297. https://doi.org/10.1080/13562517.2012.719154
Yang, M., Badger, R., & Yu, Z. (2006). A comparative study of peer and teacher feedback in a Chinese EFL writing class. Journal of Second Language Writing, 15, https://doi.org/10.1016/j.jslw.2006.09.004.
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
