Machi, T., & Nakaya, M. (2014). Reciprocal Teaching Intervention in Elementary Mathematics Classrooms: Children’s Social Goals, Interactive Processes, and Academic Achievement. Japanese Journal of Educational Psychology, 62, 322-335.
http://dx.doi.org/10.5926/jjep.62.322

has been cited by the following article:

• TITLE: The Relationship between Beliefs in Cooperation, Motivation, and Engagement in Cooperative Learning

  AUTHORS: Takatoyo Umemoto, Naoya Yada

  KEYWORDS: Cooperative Learning, Beliefs in Cooperation, Motivation, Engagement

  JOURNAL NAME: Psychology, Vol.7 No.10, September 22, 2016

  ABSTRACT: This study examined the relationship between beliefs in cooperation, motivation and engagement in cooperative learning. Beliefs in cooperation have three subscales: usefulness of cooperation, individual orientation and inequity. Self-reported questionnaire was administered to 181 undergraduate students at two universities. The results of path analysis indicated that usefulness of cooperation positively predicted self-efficacy and intrinsic value. Moreover, self-efficacy and intrinsic value positively predicted behavioral engagement, and intrinsic value positively predicted emotional engagement. On the other hand, individual orientation negatively predicted intrinsic value and inequity did not predict any motivational factors. The effects of beliefs in cooperation on cooperative learning process were discussed in light of the current findings.