Teamwork, Motivational Profiles, and Academic Performance in Computer Science Engineering

• Javier García-Martín ^[1] ; Jorge Enrique Pérez-Martínez ^[1] ; Almudena Sierra-Alonso ^[2]
  1. [1] Universidad Politécnica de Madrid

     Universidad Politécnica de Madrid

     Madrid, España

     
  2. [2] Departamento de Ciencias de la Computación, Rey Juan Carlos University, Madrid, Spain
• Localización: Revista Iberoamericana de Tecnologías del Aprendizaje: IEEE-RITA, ISSN 1932-8540, Vol. 10, Nº. 2, 2015, págs. 77-84
• Idioma: inglés
• DOI: 10.1109/RITA.2015.2418012
• Texto completo no disponible (Saber más ...)
• Resumen

  • This paper is aimed at discussing several issues related to the teamwork generic competence, motivational profiles, and academic performance. In particular, we study the improvement of teamwork attitude, the predominant types of motivation in different contexts, and some correlations among these three components of the learning process. The above-mentioned aspects are of great importance. Currently, the professional profile of engineers has a strong teamwork component, and the motivational profile of students determines both their tendencies when they come to work as part of a team and their performance at work. Taking these issues into consideration, we suggest four hypotheses: (H1) students improve their teamwork capacity through specific training and by carrying out a set of activities integrated into an active learning process; (H2) students with higher mastery motivation have a better attitude toward teamwork; (H3) students with different types of motivations reach different levels of academic performance; and (H4) students show different motivation profiles in different circumstances, such as types of courses, teaching methodologies, and different times of the learning process. This study was carried out with Computer Science Engineering students from two Spanish universities. The first results point to an improvement in teamwork competence of students if they have previously received specific training in facets of that competence. Other results indicate that there is a correlation between the motivational profiles of students and their perception of teamwork competence. Finally, the results point to a clear relationship between some kind of motivation and academic performance. In particular, four kinds of motivation are analyzed, and students are classified into two groups according to them. After analyzing several marks obtained in compulsory courses, we perceive that the students who show higher motivation for avoiding failure obtain, in general, worse acad.

• Referencias bibliográficas
  • Bologna Process. Leuven/Louvain-la-Neuve Communiqué. The Bologna Process 2020—The European Higher Education Area in the New Decade. [Online]....
  • J. E. Pérez-Martínez, J. García, I. Muñoz, and A. Sierra-Alonso, “Active learning and generic competences in an operating systems course,”...
  • J. García, J. E. P. Martínez, F. Rodríguez, and C. M. Alcover, “Measuring the influence of active learning—Cooperative learning and project-based...
  • J. E. Pérez-Martínez, G. Blanco-Viejo, E. Tovar-Caro, A. A. Hidaldo, C. Vizcarro-Guarch, and T. B. Grün, “Assessment of transferable competences...
  • C. Vizcarro Guarch et al., “Assessment of learning outcomes in computing studies,” in Proc. IEEE EDUCON, Berlin, Germany, Mar. 2013, pp....
  • C. Vizcarro Guarch et al., “Assessment of problem solving in computing studies,” in Proc. IEEE Frontiers Edu. Conf., Oklahoma City, OK, USA,...
  • European Communities. ECTS Users’ Guide. [Online]. Available: http://ec.europa.eu/education/lifelong-learning-policy/ects_en.htm, accessed...
  • M. D. Ainley, “Styles of engagement with learning: Multidimensional assessment of their relationship with strategy use and school achievement,”...
  • K. Tasa, S. Taggar, and G. H. Seijts, “The development of collective efficacy in teams: A multilevel and longitudinal perspective,” J. Appl....
  • E. de Graaff and A. Kolmos, “Characteristics of problem-based learning,” Int. J. Eng. Edu., vol. 19, no. 5, pp. 657–662, Sep. 2003.
  • A. J. Elliot and H. A. McGregor, “A 2 × 2 achievement goal framework,” J. Personality Soc. Psychol., vol. 80, no. 3, pp. 501–519, Mar. 2001....
  • A. J. Elliot and K. Murayama, “On the measurement of achievement goals: Critique, illustration, and application,” J. Edu. Psychol., vol....
  • D. W. Johnson, R. T. Johnson, and K. A. Smith, Active Learning: Cooperation in the College Classroom, 2nd ed. Edina, MN, USA: Interaction...
  • J. Cohen, “A power primer,” Psychol. Bull., vol. 112, no. 1, pp. 155–159, Jul. 1992.
  • P. D. Trapnell, “Openness versus intellect: A lexical left turn,” Eur. J. Personality, vol. 8, no. 4, pp. 273–290, Nov. 1994.