Team-based assignments and other collaborative learning methods are common in undergraduate engineering programs across the world, and they are especially prevalent in first-year introductory engineering courses as well as final-year capstone projects. Team-based learning has been shown in previous studies to improve students' academic achievement, persistence, intrinsic motivation, and attitude toward subject areas compared to more traditional methods of learning, and it can be a powerful tool for increasing self-efficacy and experience by allowing students to define their own roles on teams. However, despite the literature supporting team-based learning, it is not a universally positive experience for all students, particularly in cases where team difficulties may intensify pre-existing inequities in the classroom. Because students composing a team can come from vastly different academic backgrounds with different levels of experience with engineering, a team's overall performance may be linked to the performance of students on individual assignments.In this paper, we investigate how individual student performance is related to overall student team performance in a first-year engineering design-build-test-communicate course. Furthermore, we investigate the relationship between individual students' ratings of their teams and teammates and the scores earned collectively by the team. Specifically, we analyze student responses to weekly team checks, individual student performance ratings as rated by their teammates, and individual student performance on individual class assignments, and compare these metrics to the overall team grades earned by their respective team. The results suggest a positive, though insignificant, trend between teams with more positive weekly team checks and higher overall team grades. We also find a significant trend between teammates who rate each other highly for "producing quality work" and earning higher grades on the team project. Furthermore, we find that individual student performance is not significantly correlated with grades earned on the team project. Finally, we observe a negative, though insignificant, trend between teams with a higher standard deviation of individual student exam performances (bigger spread) and overall team grades. That is, teams with more dispersion in exam performance earn lower grades in this sample.

Knowledge workers' innovative behavior is an important driving force for enterprise development. The paper explores the influencing factors of knowledge worker's innovation behavior through the self-control ability and achievement motivation of knowledge workers. In the paper we introduce achievement motivation in the relationship between self-control ability and innovative behavior, built a relationship model for knowledge workers' influencing factors of innovation, and the model is validated by regression analysis of questionnaire data. The results show that the self-management ability of knowledge workers has a significant positive effect on innovation behavior, and the achievement motivation plays an intermediate role between them. Enterprises can influence knowledge workers' innovative behavior by interfering with self-management and achievement motivation of them. 1

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