Exploring the Role of Peer Collaboration in Enhancing Adolescent Motivation to Learn

Ye Mu; Pei-Yin Shin; Qi Shen

doi:10.61838/kman.jarac.4495

Authors

Ye Mu Department of Psychology, Faculty of Social Sciences and Liberal Arts, UCSI University, Malaysia

Pei-Yin Shin * Department of Psychology, Faculty of Social Sciences and Liberal Arts, UCSI University, Malaysia yinShin@ucsiuniversity.edu.my

Qi Shen Department of Psychology, Faculty of Social Sciences and Liberal Arts, UCSI University, Malaysia

https://doi.org/10.61838/kman.jarac.4495

Keywords:

Peer collaboration, Adolescent motivation, Qualitative research, Peer-assisted learning

Abstract

Objective: The objective of this study was to explore how peer collaboration contributes to enhancing motivation to learn among adolescents in Malaysian secondary schools.

Methods and Materials: This research employed a qualitative design with an exploratory approach to capture adolescents’ lived experiences of peer collaboration. A total of 29 participants (15 females and 14 males) aged 13–17 years were recruited using purposive sampling to ensure diversity in academic performance and background. Data were collected through semi-structured interviews guided by open-ended questions on peer interactions, motivational influences, challenges, and facilitators of collaboration. Interviews were conducted face-to-face and online, lasting between 45 and 60 minutes each, until theoretical saturation was reached. All interviews were transcribed verbatim and analyzed thematically using NVivo 14 software, following iterative cycles of coding, categorization, and theme development.

Findings: Analysis revealed four major themes with multiple subthemes. First, peer collaboration practices included group study sessions, peer tutoring, collaborative projects, informal peer discussions, online collaboration, and peer feedback exchange. Second, motivational outcomes of collaboration involved increased engagement, sense of responsibility, confidence building, academic persistence, and emotional support. Third, challenges to peer collaboration were identified as unequal participation, conflicting personalities, time management difficulties, distractive interactions, misinformation, language barriers, and motivational gaps. Finally, facilitators of effective peer learning included teacher support, structured grouping, collaboration skill training, technological tools, positive peer norms, and institutional support. Participants’ narratives highlighted both the empowering and constraining aspects of peer collaboration in shaping motivation.

Conclusion: The study concludes that peer collaboration is a powerful driver of adolescent motivation to learn, operating through academic, emotional, and social pathways. However, its effectiveness is contingent on the quality of peer relationships, structural support from teachers and institutions, and the ability to manage challenges within collaborative contexts. Practical implications include the need for structured facilitation, training in collaboration skills, and leveraging digital tools to optimize motivational benefits.

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