Expectancy Theory and Cooperation-Competition in the Classroom.

Item request has been placed! ×
Item request cannot be made. ×
loading   Processing Request
Read Online Read More Add to Saved list
  • Additional Information
    • Peer Reviewed:
      N
    • Source:
      20
    • Sponsoring Agency:
      National Inst. of Education (DHEW), Washington, DC.
    • Subject Terms:
      Expectation; Instructional Innovation; Mediation Theory; Motivation; Research Projects; Speeches; Students; Success; Teaching Methods; Teamwork; Theories
    • Abstract:
      Cooperation among students is an instructional technique often cited as a constructive alternative to that used typically, namely interstudent competition. What is missing in the cooperation-competition literature is a clear explanation of why the two techniques should result in differential levels of student motivation. Expectancy theory is used to suggest two cognitive mediating variables (perceived probability of success and value of success) likely to be influenced by altering the cooperation-competition dimension. An instructional approach (TGT) which alters cooperation-competition is described, using expectancy theory as a rationale for predicting differential impacts on student performance. A series of six empirical studies of TGT are reviewed. The overall evidence supports the use of TGT as an instructional device and the relevance of expectancy theory to the cooperation-competition literature. (Author)
    • Publication Date:
      1975
    • Accession Number:
      ED099751