Effects of intergroup competition and school philosophy on student perceptions, group processes, and performance

This study tested the hypothesis that students working on a group task in inter-team competition will adopt an ability-focused motivational orientation, while groups who are not competing will adopt an intrinsic motivational orientation. We also examined the impact of intergroup competition on groups from two different Israeli schools, one traditional-competitive and one which emphasizes cooperative values and activities. The sample comprised 89 fourth grade Israeli students (16 groups), who performed a group task either with or without intergroup competition. Results indicated that for groups in the cooperative school, the manipulation yielded the hypothesized difference in motivational orientation, as reflected in causal attributions, interest, student communications, work strategy, and performance. The manipulation did not affect groups in the traditional school. In addition, groups in the cooperative school were more likely to adopt a collaborative work strategy. Discussion focuses on the impact of prior socialization on group behaviors and on the implications of different motivational orientations for the theory and practice of cooperative learning.