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Vol. 24. Issue 2.
Pages 145-153 (July - December 2019)
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Vol. 24. Issue 2.
Pages 145-153 (July - December 2019)
Original
DOI: 10.1016/j.psicoe.2018.12.001
The Impact of a Cooperative Method Embedded in a Writing Strategy Instructional Program on Student Engagement in School
El impacto de un método cooperativo integrado en un programa instruccional de estrategias de escritura en la implicación del alumnado en la escuela
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Maria José Prataa,
Corresponding author
mariab.prata@gmail.com

Corresponding author.
, Isabel Festasa, Albertina L. Oliveiraa, Feliciano H. Veigab
a Faculty of Psychology and of Sciences of Education, University of Coimbra, Rua do Colégio Novo, Apartado 6153, 3001-802 Coimbra, Portugal
b Instituto de Educação da Universidade de Lisboa, Alameda da Universidade, 1649-013 Lisboa, Portugal
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Table 1. Performance of students in the Scale of Students’ Engagement in School, considering total scores and the scores obtained in each of the four dimensions
Table 2. Results of students’ engagement in school using mixed between-within subjects anova
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Abstract

Cooperative methods are a powerful tool for improving both student engagement in school and writing competence. This study examined the effects of a cooperative method embedded in a writing strategy instructional program on student engagement in school, namely on their cognitive, affective, behavioral, and personal agency dimensions. Using the Students’ Engagement in School: Four-dimensional Scale (SES-4DS), 213 ninth grade students (from 14 to 17 years old) were evaluated before and after the intervention. Two conditions were created: an experimental group where a cooperative method associated with a writing strategy instructional program was implemented and a control group where students were instructed with a writing strategy instructional program. Over a six-month period, the experimental students participated in a cooperative experience embedded in a writing strategy instructional program, whereas the control students were instructed with writing strategy method. Results indicated that, when compared with the control, the experimental students increased their levels of behavioral and affective engagement but not their levels of cognitive engagement, personal agency, and total engagement. Implications of these results, limitations and directions for future research are analyzed, and discussed.

Keywords:
Student engagement in school
Cooperative methods
Writing
SRSD
Resumen

Los métodos cooperativos son una herramienta poderosa tanto para mejorar la motivación escolar del alumnado como su competencia de escritura. Este estudio examina los efectos de un método cooperativo integrado en un programa de estrategias de enseñanza de la escritura en la motivación académica de los estudiantes (dimensiones cognitiva, afectiva, conductual e implicación personal). Se ha aplicado la escala Motivación Académica de los Estudiantes (SES-4DS) a 213 alumnos del 9° grado de escolaridad (de 14 a 17 años), divididos en dos grupos (experimental y control) que han sido evaluados antes y después de la intervención. Durante un período de seis meses el grupo experimental ha sido sometido a un programa de estrategias de enseñanza de la escritura, seguido de un método cooperativo; el grupo de control sólo fue sujeto al programa de estrategias de enseñanza de la escritura. Los resultados indican que el grupo experimental, en comparación con el grupo de control, ha aumentado significativamente su motivación escolar en las dimensiones comportamental y afectiva, pero no en las dimensiones cognitiva e implicación personal, ni en la motivación global. Se analizan y se discuten las implicaciones de estos resultados, así como las limitaciones del estudio y las recomendaciones para investigaciones futuras.

Palabras clave:
Motivación escolar
Métodos cooperativos
Escritura
Programa SRSD

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