Author:
Chen Yunshan,Li Xiaoran,Li Yanyan
Abstract
AbstractDifferent argumentative discourse styles will have different effects on science learning. Some researchers proposed that two learners’ individual characteristics, including achievement goals and personality traits, could be potential factors that induce different argumentative discourse styles. However, the related empirical evidence revealing how the achievement goals and personality traits are related to discourse styles is limited. Therefore, the current study attempted to fill in this gap by conducting a self-designed collaborative scientific argumentation activity and 40 undergraduates participated. Students were arranged into ten groups with four based on their standpoints of the topic, and each team had two supporters and two opponents. Students’ achievement goals and personality traits were obtained through questionnaires, and their argumentative discourse styles were characterized by the actual argumentative moves they made during the collaborative argumentation. Through correlation analysis and stepwise regression analysis, the findings reveal that achievement goals could positively and negatively predict different types of argumentative discourse styles while the personality traits could positively predict three types of argumentative discourse styles. Pedagogical implications and future research are discussed at the end of this paper.
Funder
National Natural Science Foundation of China
International Joint Research Project of Faculty of Education of Beijing Normal University
Publisher
Springer Science and Business Media LLC
Reference109 articles.
1. Amanatullah, E. T., Morris, M. W., & Curhan, J. R. (2008). Negotiators who give too much: Unmitigated communion, relational anxieties, and economic costs in dis- tributive and integrative bargaining. Journal of Personality and Social Psychology, 95(3), 723.
2. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261–271.
3. Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Students’ learning strategies and motivational processes. Journal of Educational Psychology, 80, 260–267.
4. Antonioni, D. (1998). Relationship between the Big Five personality factors and conflict management styles. International Journal of Conflict Management, 9, 336–355.
5. Asterhan, C. (2013). Epistemic and interpersonal dimensions of peer argumentation: Conceptualization and quantitative assessment. In M. Baker, J. Andriessen, & S. Jarvela (Eds.), Advances in learning & instruction series effective learning together, (pp. 251–272). New York: Routledge.
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献