A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Long-term development of learning activity: Motivational, cognitive, and social interaction
Tekijät: Erno Lehtinen, Marja Vauras, Pekka Salonen, Erkki Olkinuora, Riitta Kinnunen
Kustantaja: LAWRENCE ERLBAUM ASSOC INC
Julkaisuvuosi: 1995
Journal: Educational Psychologist
Tietokannassa oleva lehden nimi: EDUCATIONAL PSYCHOLOGIST
Lehden akronyymi: EDUC PSYCHOL
Vuosikerta: 30
Numero: 1
Aloitussivu: 21
Lopetussivu: 35
Sivujen määrä: 15
ISSN: 0046-1520
eISSN: 1532-6985
DOI: https://doi.org/10.1207/s15326985ep3001_3
Verkko-osoite: https://www.tandfonline.com/doi/abs/10.1207/s15326985ep3001_3
Tiivistelmä
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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