Social compensation of performance drops in dyadic exercises—Two experiments testing the role of relationship quality

Abstract

The purpose of this study was to analyze whether the social compensation of performance drops in a team setting depends on the relationship quality. Two experiments were conducted. Experiment 1: In a team‐building condition, the relationship quality between subject and confederate was manipulated. The performance situation consisted of an isometric strength task. A joint team result had to be achieved in a second run, whereby the subject received manipulated feedback on the confederate's performance, hence suggesting a sudden drop. The results showed no compensation effect. Experiment 2: Given that one potential reason for the lack of effect appeared to be the isometric holding task, the study design was maintained, but the task was modified into a dynamic one. Performance drops were compensated for. However, the relationship quality did not affect compensation behavior. It is possible that implicit team building through the necessary joint agreement on goals interfered with the effect in both conditions.

Optimising multimodal learning in higher education: a case study of a selected South African institution

“…MacAlpine and Stone (2017) insinuate that poor teamwork can result in a drop in performance of many students and reduced effectiveness, as students may focus on individual tasks rather than sharing ideas and exchanging content learned in MML settings. According to Boss, Pels and Kleinert (2023), shared responsibility on difficult concepts would also lack due to failure to exchange ideas. Collective student vision is not possible due to them being in silos.…”