Group Processes in College Classrooms: A Control-Value Theory Framework

• In Event: Instructional Impacts on Student Learning and Motivation

Abstract

For the purposes of this research, we applied the principles of control-value theory to two different classes that varied in their application of Johnson and Johnson’s criteria for well-developed groups. The first class offered students the choice to participate in groups, therefore not requiring that each student successfully complete a group task. The second class provided performance contingencies for group work only half of the semester, therefore not rewarding students for each and every group task. Findings suggest that negative emotions may be adaptive for some cooperative learning outcomes.

Authors

• Jessica J. Summers, The University of Arizona

• Jeannine E. Turner, Florida State University

• Sicong Liu, Florida State University