Abstract
<jats:p>The influence of collaborative learning on student motivation has been widely acknowledged. Even though, the connection between a student’s motivational orientation and the perception of themselves, their peers, collaborative behaviors, and learning outcomes in a cooperative environment has not been systematically observed. This paper presents an exploratory investigation of data gathered from a collaborative learning study, focusing on the motivational tendencies of students and their partners. The findings indicate that a student's individual motivational orientation can significantly influence how they perceive the exchange of assistance during collaboration, occasionally distorting their view of the actual support provided.</jats:p>