Prediction of Success in Teamwork of Secondary Students // Predicción del éxito en el trabajo en equipo de estudiantes de Secundaria

Font, Carles Monereo i; Castelló, Montserrat; Martínez-Fernández, J. Reinaldo

doi:10.1387/revpsicodidact.6776

Cited by 22 publications

(14 citation statements)

References 33 publications

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“…The interdependence generated within the team is the essence of all teams [7,8], and it indicates the degree to which their members interact with each other. It also indicates how the team members depend on each other to achieve their goals, to get involved in the task [9], or to achieve rewards [10].…”

Section: Introductionmentioning

confidence: 99%

Predictive Factors of Task Interdependence in the University Context

et al. 2019

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The aim of this research is to find out what type of task interdependence is generated in work teams in university contexts and to analyze the capacity to discriminate the type of task interdependence of some of the variables that are decisive for the team’s success. The sample consisted of 808 teaching students from six Spanish universities. Self-report measures were taken, such as task interdependence, attitudes towards teamwork, team potency, and social team skills. The results show that the students who carry out the tasks in teams with high interdependence are minority. However, those who work with high interdependence, present more positive attitudes towards teamwork, greater team potency, and more social skills in receiving information and self-assertion. Likewise, high interdependence would be characterized by high scores in both the attitudes and team potency. However, attitude is the variable that better discriminates the type of task interdependence, allowing for an excellent level of discrimination of high interdependence.

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Section: Introductionmentioning

confidence: 99%

Predictive Factors of Task Interdependence in the University Context

et al. 2019

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“…On the contrary, other contributions highlighted that in mixed-gender groups individuals' knowledge tends to diverge more than in single-gender groups, and these processes should be important elements for positive results in collaborative learning [30]. For some authors, having a majority of females in a group is one of the best predictors of successful group outcomes [31], whilst other researchers suggest that having a female-only and a balanced-gender group are two types of good grouping interventions for CSCL [32]. Little research focused on the effects of gender grouping on female and male participants' learning in VEs, and these studies showed controversial results [32].…”

Section: Effects Of Individual Characteristics: Personality Traits State Anxiety and Gender On Collaborative Learningmentioning

confidence: 99%

Collaborative Facilitation and Collaborative Inhibition in Virtual Environments

Guazzini

Guidi

Cecchini³

et al. 2020

Future Internet

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Worldwide, organizations and small and medium-sized enterprises have already disruptively changed in many ways their physiological inner mechanisms, because of information and communication technologies (ICT) revolution. Nevertheless, the still ongoing COVID-19 worldwide emergency definitely promoted a wide adoption of teleworking modalities for many people around the world, making it more relevant than before to understand the real impact of virtual environments (VEs) on teamwork dynamics. From a psychological point of view, a critical question about teleworking modalities is how the social and cognitive dynamics of collaborative facilitation and collaborative inhibition would affect teamwork within VEs. This study analyzed the impact of a virtual environment (VE) on the recall of individuals and members of nominal and collaborative groups. The research assessed costs and benefits for collaborative retrieval by testing the effect of experimental conditions, stimulus materials, group size, experimental conditions order, anxiety state, personality traits, gender group composition and social interactions. A total of 144 participants were engaged in a virtual Deese-Roediger-McDermott (DRM) classical paradigm, which involved remembering word lists across two successive sessions, in one of four protocols: I-individual/nominal, I I - nominal/individual, I I I - nominal/collaborative, I V - collaborative/nominal. Results suggested, in general, a reduced collaborative inhibition effect in the collaborative condition than the nominal and individual condition. A combined effect between experimental condition and difficulty of the task appears to explain the presence of collaborative inhibition or facilitation. Nominal groups appeared to enhance the collaborative groups’ performance when virtual nominal groups come before collaborative groups. Variables such as personality traits, gender and social interactions may have a contribution to collaborative retrieval. In conclusion, this study indicated how VEs could maintain those peculiar social dynamics characterizing the participants’ engagement in a task, both working together and individually, and could affect their intrinsic motivation as well as performances. These results could be exploited in order to design brand new and evidenced-based practices, to improve teleworking procedures and workers well-being, as well as teleworking teamwork effectiveness.

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“…Literature in CSCL examines gender in terms of performance, attitude towards the course, learning outcomes and group success (Monereo, Castello, & Martinez-Fernandez, 2013;Zhan, Fong, Mei, & Liang, 2015). Gender and its relationship with communication, interaction styles, quality of discussion and collaboration is also reviewed (Asterhan, Schwarz, &Gil, 2012;Takeda & Homberg, 2014).…”

Section: Review Of Related Literature Gender In Mooc Groups and Othermentioning

confidence: 99%

Exploring the relevance of single‐gender group formation: What we learn from a massive open online course (MOOC)

Bayeck

Hristova

Jablokow³

et al. 2016

Brit J Educational Tech

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This paper reports the results of an exploratory study on participants' perception of the importance of single-gender grouping in a massive open online course (MOOC) delivered through the Coursera platform. Findings reveal that female and male learners' perception of single-gender grouping differs. Female students more than males indicated less preference for single-gender grouping. Views on single-gender grouping also differed across regions, suggesting the effect of participants' regions of origin on their opinions about single-gender grouping. Moreover, an interaction was established between participants' region and gender. In particular, our study reveals that men in the "Asia and Pacific" region tended-more than men and women from other regions of the world-to give more importance to single-gender grouping in this MOOC. In addition, younger participants cared less about single-gender groups compared to older respondents. This study sheds light on our understanding of the importance of gender and age importance in online learning environments such as MOOCs. The findings also point to the role gender and age may play as MOOCs continue to gain in popularity and to adopt collaborative approaches to teaching and learning.

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Prediction of Success in Teamwork of Secondary Students // Predicción del éxito en el trabajo en equipo de estudiantes de Secundaria

Cited by 22 publications

References 33 publications

Predictive Factors of Task Interdependence in the University Context

Predictive Factors of Task Interdependence in the University Context

Collaborative Facilitation and Collaborative Inhibition in Virtual Environments

Exploring the relevance of single‐gender group formation: What we learn from a massive open online course (MOOC)

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