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

Sara Menéndez-Espina, Jose Antonio Prieto-Saborit (), David Mendez-Alonso, Estíbaliz Jiménez-Arberas, Jose Antonio Llosa and Paloma Nistal-Hernández
Additional contact information
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

Sustainability, 2025, vol. 17, issue 8, 1-11

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.

Keywords: cooperative learning; education; motivation; self-determination theory; sustainable education; training (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2025
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2071-1050/17/8/3673/pdf (application/pdf)
https://www.mdpi.com/2071-1050/17/8/3673/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:17:y:2025:i:8:p:3673-:d:1637557

Access Statistics for this article

Sustainability is currently edited by Ms. Alexandra Wu

More articles in Sustainability from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().