A1 Refereed original research article in a scientific journal
Long-term development of learning activity: Motivational, cognitive, and social interaction
Authors: Erno Lehtinen, Marja Vauras, Pekka Salonen, Erkki Olkinuora, Riitta Kinnunen
Publisher: LAWRENCE ERLBAUM ASSOC INC
Publication year: 1995
Journal: Educational Psychologist
Journal name in source: EDUCATIONAL PSYCHOLOGIST
Journal acronym: EDUC PSYCHOL
Volume: 30
Issue: 1
First page : 21
Last page: 35
Number of pages: 15
ISSN: 0046-1520
eISSN: 1532-6985
DOI: https://doi.org/10.1207/s15326985ep3001_3
Web address : https://www.tandfonline.com/doi/abs/10.1207/s15326985ep3001_3
Abstract
Recent research on school learning has dealt only with cognitive aspects of the student activity. However, in typical learning and performance situations, the student is expected to cope with complex social and emotional challenges. We developed a theoretical model that describes typical patterns of coping strategies that students use in school situations. The dominating tendency of some students in school situations is task orientation. Such students are oriented to interpret and fulfill the demands of learning tasks. In contrast, other students are sensitive to the threat of failure and show ego-oriented coping strategies. A third group of students relies on social-dependence coping. Orientation tendencies originate in classroom situations, but are then continuously reproduced and reinforced in similar teaching interactions. A multimethod approach was used to test this theoretical model. Longitudinal case studies have demonstrated the cumulation and reinforcement processes of coping tendencies in teaching interactions. Classroom interaction studies have provided evidence of the strong interaction between cognitive processes and socioemotional orientation. Finally, intervention studies have shown that, to improve the use of cognitive strategies, coping strategies also have to be changed.
Recent research on school learning has dealt only with cognitive aspects of the student activity. However, in typical learning and performance situations, the student is expected to cope with complex social and emotional challenges. We developed a theoretical model that describes typical patterns of coping strategies that students use in school situations. The dominating tendency of some students in school situations is task orientation. Such students are oriented to interpret and fulfill the demands of learning tasks. In contrast, other students are sensitive to the threat of failure and show ego-oriented coping strategies. A third group of students relies on social-dependence coping. Orientation tendencies originate in classroom situations, but are then continuously reproduced and reinforced in similar teaching interactions. A multimethod approach was used to test this theoretical model. Longitudinal case studies have demonstrated the cumulation and reinforcement processes of coping tendencies in teaching interactions. Classroom interaction studies have provided evidence of the strong interaction between cognitive processes and socioemotional orientation. Finally, intervention studies have shown that, to improve the use of cognitive strategies, coping strategies also have to be changed.
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