Cooperative learning techniques in teaching activities are becoming increasingly popular. Many studies have documented the benefits of these techniques, but fewer have analysed the factors affecting students’ achievement. One of those factors could be the student’s proactivity, since cooperative techniques require active involvement of students. Proactivity or proactive behaviour relates to pioneering behaviour, initiative taken to exploit new opportunities, and a leading attitude. This study analyses the influence of several aspects related to students’ proactivity on knowledge construction in the context of cooperative learning. The aspects included in the proactivity framework are the student’s creativity, locus of control, self-effectiveness, and motivation towards cooperative learning. These variables and their potential effect on knowledge construction in cooperative experiences are discussed. The resulting hypotheses are tested with data from students who participated in a jigsaw, and the results show the positive impact of the internal locus of control and self-efficacy, along with the fact that the student is attending the course for the first time.

中文翻译：

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合作学习中知识接受者主动性对知识建构的影响

教学活动中的合作学习技术正变得越来越流行。许多研究记录了这些技术的好处，但很少有人分析影响学生成绩的因素。这些因素之一可能是学生的主动性，因为合作技术需要学生的积极参与。主动性或主动性行为与开拓性行为、为利用新机会而采取的主动性以及领先的态度有关。本研究分析了合作学习背景下与学生主动性相关的几个方面对知识建构的影响。主动性框架中包含的方面是学生的创造力、控制点、自我效能和合作学习的动机。讨论了这些变量及其对合作体验中知识构建的潜在影响。由此产生的假设用参加拼图的学生的数据进行了测试，结果显示了内部控制点和自我效能感的积极影响，以及学生第一次参加课程的事实。