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The Relationship Between the Motivational Style of Teachers and the Implementation of Cooperative Learning: A Self Determination Theory Approach

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Listed:
  • Sara Menéndez-Espina

    (Faculty of Padre Osso, University of Oviedo, C. Prao Picon, 33008 Oviedo, Spain)

  • Jose Antonio Prieto-Saborit

    (Faculty of Padre Osso, University of Oviedo, C. Prao Picon, 33008 Oviedo, Spain)

  • David Mendez-Alonso

    (Faculty of Padre Osso, University of Oviedo, C. Prao Picon, 33008 Oviedo, Spain)

  • Estíbaliz Jiménez-Arberas

    (Faculty of Padre Osso, University of Oviedo, C. Prao Picon, 33008 Oviedo, Spain)

  • Jose Antonio Llosa

    (Faculty of Padre Osso, University of Oviedo, C. Prao Picon, 33008 Oviedo, Spain)

  • Paloma Nistal-Hernández

    (Faculty of Padre Osso, University of Oviedo, C. Prao Picon, 33008 Oviedo, Spain)

Abstract

Cooperative learning (CL) is a methodological approach consisting of a series of techniques based on group work, where each member works together within the team to achieve a common goal. There is widespread evidence of its benefits for both students and teachers and it has been used successfully at various educational levels, from early childhood education to university studies. However, it is still used at a low percentage; therefore, it is of great interest to study the factors that favour its implementation by teachers. This study aims to study motivation, based on the theory of self-determination, and its relationship with the use of CL in the classroom. A sample of 279 teachers (122 male and 157 female) who had previously received specific training in the use and application of CL was used. The results show a positive relationship between intrinsic regulation towards school tasks and the application of CL in the classroom ( p = 0.029). These results have important implications for understanding the factors that lead teachers to maintain CL and how this methodology also improves their teaching.

Suggested Citation

  • Sara Menéndez-Espina & Jose Antonio Prieto-Saborit & David Mendez-Alonso & Estíbaliz Jiménez-Arberas & Jose Antonio Llosa & Paloma Nistal-Hernández, 2025. "The Relationship Between the Motivational Style of Teachers and the Implementation of Cooperative Learning: A Self Determination Theory Approach," Sustainability, MDPI, vol. 17(8), pages 1-11, April.
    • Handle: RePEc:gam:jsusta:v:17:y:2025:i:8:p:3673-:d:1637557
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    References listed on IDEAS

    as
    1. Jose Antonio Prieto-Saborit & David Méndez-Alonso & Ana Fernández-Viciana & Laxmi J. Dixit Dixit & Paloma Nistal-Hernández, 2022. "Implementation of Cooperative Learning and Its Relationship with Prior Training of Teachers, Performance and Equity in Mathematics: A Longitudinal Study," Sustainability, MDPI, vol. 14(23), pages 1-10, December.
    2. Carlos Fernández-Espínola & Manuel Tomás Abad Robles & Daniel Collado-Mateo & Bartolomé J. Almagro & Estefanía Castillo Viera & Francisco Javier Giménez Fuentes-Guerra, 2020. "Effects of Cooperative-Learning Interventions on Physical Education Students’ Intrinsic Motivation: A Systematic Review and Meta-Analysis," IJERPH, MDPI, vol. 17(12), pages 1-10, June.
    3. Lo, Chi Ho & Fung, Wing Kam & Zhu, Zhong Yi, 2007. "Structural Parameter Estimation Using Generalized Estimating Equations for Regression Credibility Models," ASTIN Bulletin, Cambridge University Press, vol. 37(2), pages 323-343, November.
    4. Jose Antonio Prieto-Saborit & David Méndez-Alonso & Jose Antonio Cecchini & Ana Fernández-Viciana & Jose Ramón Bahamonde-Nava, 2021. "Cooperative Learning for a More Sustainable Education: Gender Equity in the Learning of Maths," Sustainability, MDPI, vol. 13(15), pages 1-12, July.
    Full references (including those not matched with items on IDEAS)

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