规范性信息和学生参与协作学习的意图：来自实验研究的证据

Introduction Despite the recognized benefits of collaborative learning, students’ voluntary participation in activities such as group reading remains limited. This study examined students’ intentions to engage in collaborative learning and explored whether a brief normative-message intervention varied as a function of norm framing and message source. Methods In a 2 × 2 between-subjects online experiment, 183 students at the University of Tehran were randomly assigned to one of four conditions combining dynamic versus static descriptive norms with identity-proximal versus identity-distal messag