Does the Jigsaw method improve motivation and self-regulation in vocational high schools? - Archive ouverte HAL
Article Dans Une Revue Contemporary Educational Psychology Année : 2024

Does the Jigsaw method improve motivation and self-regulation in vocational high schools?

Brivael Hémon
Nathalie Mella
  • Fonction : Auteur
Estelle Michinov
  • Fonction : Auteur
Nicolas Michinov
  • Fonction : Auteur
Nana Ofosu
  • Fonction : Auteur
Laurine Peter
  • Fonction : Auteur
Benoît Petitcollot
  • Fonction : Auteur
Céline Poletti
  • Fonction : Auteur
Isabelle Régner
  • Fonction : Auteur
Anaïs Robert
  • Fonction : Auteur
Ocyna Rudmann
  • Fonction : Auteur
Camille Sanrey
  • Fonction : Auteur
Arnaud Stanczak
  • Fonction : Auteur
Farouk Toumani
  • Fonction : Auteur
Simon Vilmin
  • Fonction : Auteur
Emilio Paolo Visintin
  • Fonction : Auteur
Eva Vives
  • Fonction : Auteur

Résumé

Although much has been written about the beneficial effects of the Jigsaw method, little is known about how it affects students' motivation and self-regulation processes. In this study, we tested its effects on students' trajectories of autonomous mathematics motivation and academic self-regulation. We also examined whether these effects could be moderated by the students’ cooperative attitudes and initial mathematics achievement level. 4,698 students from French vocational high schools participated in the study over two years. They were divided into three groups: 1,641 were assigned to a cooperative learning condition with the Jigsaw method, 1,602 to a weakly structured cooperative learning condition, and 1,455 to a business-as-usual learning condition. Self-reported mathematics motivation, academic self-regulation, and cooperative attitudes were collected three times during the study. Overall, the multilevel growth model results indicate a general decline in students’ motivation and self-regulation, and student-reported cooperative attitudes did not moderate these effects. However, the trajectories of motivation and self-regulation differed by condition for low-achieving students. While these trajectories decreased over time amongst low-achieving students in the Jigsaw method condition and in the weakly structured cooperation condition, they were stable in the business-as-usual learning condition. These results provide a new perspective since they seem to question the implementation conditions of the Jigsaw method for low-achieving students.
Fichier non déposé

Dates et versions

hal-04748418 , version 1 (22-10-2024)

Identifiants

Citer

Mathilde Riant, Anne-Laure de Place, Pascal Bressoux, Anatolia Batruch, Marinette Bouet, et al.. Does the Jigsaw method improve motivation and self-regulation in vocational high schools?. Contemporary Educational Psychology, 2024, 77, pp.102278. ⟨10.1016/j.cedpsych.2024.102278⟩. ⟨hal-04748418⟩
0 Consultations
0 Téléchargements

Altmetric

Partager

More