2019 Volume 43 Issue 1 Pages 53-63
The purpose of this study was to examine the children’s psychological process in which motivation for cooperative learning and peer modeling promotes active participation in different grade class activity. A questionnaire survey was conducted on children in different grade class in an elementary school. Path analyses yielded the following findings. Autonomous motivation increased perceived active participation structure in activity. In third and fourth grade children, autonomous motivation increased peer modeling toward different grade classmates, which, in turn, was related to perceived active participation structure in activity. In fifth and sixth grade children, controlled motivation was related to less perceived active participation structure in activity. The present findings suggested that (1) motivation and peer modeling could have important roles in different grade class activity and (2) factors that support active participation in different grade class activity are varied with children’s grade.
