Dimensioner av konstruktiv konkurrens: konstruktiva konkurrensformer i förskola, skola och gymnasium.

The purpose of this study is to examine and analyse the concept of constructive competition in different pedagogical contexts and to identify the structures and conditions that promote this type of competition in the part of the educational system aimed at children and young people. Researchers define constructive competition as creating your own objectives as well as the objectives of others and common objectives, and exceeding the expected potential, whereas destructive competition is defined as competing against each other to prevent the performance of the other. The following research questions were asked: Which significance is attached to constructive competition by children, adults and teachers as a didactic element in learning contexts?  How do children, adults and teachers see constructive competition develop in different learning situations?  What inspires children, adults and teachers to compete in learning situations?  How do people feel, communicate and act in competitive situations?

The author found that children and especially young people see competition as part of their daily life and learning routine at school, while teachers experience competition as a destructive aspect in the learning situation. Teachers are therefore significantly more negative towards competition. The researchers challenge the perception of competition and cooperation as being opposites, and focus on the possibility of joint learning through constructive competition and on knowledge as an unlimited resource. The author concludes that daycare centres and school environments are able to meet all necessary conditions for the development of constructive competition among children and young people. In this context, it is important that the pedagogical staff focus on long-term objectives so children do not lose themselves in the competition, but rather regard it on the basis of a larger learning context.

The study is an ethnographic cross-sectional study involving semi-structured interviews with 78 children (aged 5-18 years) and 25 adults.

Sheridan, S.; Williams, P. (2007). Dimensioner av konstruktiv konkurrens: konstruktiva konkurrensformer i förskola, skola och gymnasium. Göteborg: Acta Universitatis Gothoburgensis.