Investigating classroom community in higher education

Jessica J Summers, Marilla D. Svinicki

Research output: Contribution to journalArticle

29 Citations (Scopus)

Abstract

The purpose of this research was to demonstrate an empirical relationship between classroom community and students' achievement goals in higher education, and to offer a possible explanation for differences in this relationship for cooperative and non-cooperative classrooms. Structural equation modeling techniques revealed that students' perceptions of interactive learning significantly mediated the relationship between students' goals and their sense of classroom community, but only for classrooms that used cooperative learning techniques. In the traditional lecture-style course surveyed, students' feelings of classroom community and interactive learning were significantly lower than in cooperative learning classrooms. Finally, while mastery goals were significantly higher for cooperative learning students, performance-approach goals were significantly higher for traditional lecture students.

Original languageEnglish (US)
Pages (from-to)55-67
Number of pages13
JournalLearning and Individual Differences
Volume17
Issue number1
DOIs
StatePublished - 2007
Externally publishedYes

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Students
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classroom
cooperative learning
community
education
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learning
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Keywords

  • Classroom community
  • Cooperative learning
  • Higher education
  • Motivation

ASJC Scopus subject areas

  • Social Psychology
  • Education

Cite this

Investigating classroom community in higher education. / Summers, Jessica J; Svinicki, Marilla D.

In: Learning and Individual Differences, Vol. 17, No. 1, 2007, p. 55-67.

Research output: Contribution to journalArticle

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