Research on Motivation in Collaborative Learning: Moving Beyond the Cognitive–Situative Divide and Combining Individual and Social Processes

In this article we propose that in order to advance our understanding of motivation in collaborative learning we should move beyond the cognitive–situative epistemological divide and combine individual and social processes. Our claim is that although recent research has recognized the importance of social aspects in emerging and sustained motivation in collaborative learning activities, the social is mainly conceived as a unidirectional source...