Exploring enablers and inhibitors of productive peer argumentation: The role of individual achievement goals and of gender

Argumentation has been recognized as an important classroom activity and as a potentially powerful means for learning complex academic content. However, eliciting and sustaining student-to-student argumentive discourse that is both critical as well as constructive is also known to be notoriously difficult. Whereas previous research has traditionally focused on the cognitive, meta-cognitive and task-related antecedents and conditions for...