Effects of cooperative learning on perceived competence, motivation, social goals, effort and boredom in prospective Primary Education teachers

The main goal of this study was to analyze the effects of an intervention programme based on cooperative learning on several motivational variables in prospective teachers. 264 students of Primary Education Teacher Training participated. Prior to the intervention, a theoretical model was designed to explain the relations among the different variables. The intervention programme was applied to the experimental group during a 12-week period, while the control group experienced a traditional instructional approach. A questionnaire was designed using different validated subscales (PMCSQ-2, BPNS, PLOC, SGS-PE, PES) to gather data. The predictive theoretical model was tested using a structural equation analysis with the data obtained, which showed that the predictive model was correct, and significant improvements were seen in the experimental group only in terms of levels of perceived competence, self-determined motivation, effort, responsibility and relationships, and a significant decrease was seen in boredom. With regard to gender, women showed significantly different results in Competence and Boredom. Cooperative Learning has been proven to be a positive instructional model in Teacher Education.