The personality and achievement of the classroom participant.

Smith, Henry Clay; Dunbar, Donald Stuart

doi:10.1037/h0057552

Cited by 11 publications

(6 citation statements)

References 13 publications

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“…The results in regard to the very favorable group were consistent with the instructor's observations that the group, while talkative, were uncooperative and individualistic. These results and observations reinforce the results of a previous study (9) which showed participants to be more dominating, independent, and nonconforming.…”

Section: Besultssupporting

confidence: 91%

Team work in the college class.

Smith¹

1955

Journal of Educational Psychology

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The purpose of the present experiment was to test a set of related hypotheses regarding teamwork. Previous studies by the author and his colleagues have explored nondirective and democratic leadership in the college class (S, 9). The former was based upon the conceptions of Rogers (8); the latter upon the studies of Lewin and his students (5). The present study takes its departure from Nelson's analysis of the integrative leader (7,11).The integrative leader sees his primary purpose as the development of teamwork and perceives his authority as resting upon informal group codes. It was assumed in the present study that the success of such a leader would be determined by his skill in applying the principles of integrative leadership. A set of tentative principles was inferred from a consideration of laboratory and field studies of group behavior (2,4,6,6,12). Specifically it was assumed that the effective integrative leader would: 1) create work for teams; 2) fit the teams together; 3) encourage interaction on the teams; 4) stabilize the teams; 5) reward the teams as well as the individuals; and 6) let the teams decide.These assumptions concerning the activities of the integrative leader provided the framework from which the set of hypotheses tested in the present study was derived. These hypotheses are numbered below in accordance with the principle to which they are most closely related.1) Students in a team class are more satisfied and more productive than students in a lecture class.2A) Students who like to participate are more satisfied and productive in a team class than those who do not like to participate. BE) Students who are initially better informed about the content of the course are more satisfied and productive in a team class than those who are not.2C) Students who are low in manifest anxiety are more satisfied and productive in a team class than those who are high in anxiety.4) The longer students continue as a team, the more productive they become.

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Section: Besultssupporting

confidence: 91%

Team work in the college class.

Smith¹

1955

Journal of Educational Psychology

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“…However, this interest-success phenomenon becomes further complicated when we are confronted with insignificant correlations between interest and performance. Several studies have shown that high performers do not necessarily express greater interest than lower performers (Clifford, 1972;Smith & Dunbar, 1951). Although other experimenters have demonstrated significant correlations (Cattell, 1961;Gordon & Alf, 1962) between these variables, Travers' (1967) review of the literature led to the conclusion that "data generally demonstrate a very small relationship between interest measures and measures of learning and these relationships tend to be too small to be of practical significance [p, 187]."…”

mentioning

confidence: 99%

How learning and liking are related: A clue.

Clifford¹

1973

Journal of Educational Psychology

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“…Among the major industrial studies are those of Bavelas (2), Coch and French (3), and Maier (11). Studies of classroom leadership have been conducted and related studies reviewed by Asch (1) and by Smith and Dunbar (13).…”

Section: Introductionmentioning

confidence: 99%

“…Group processes in the classes were analyzed both for the additional light they might shed on the hypotheses and for the possibility of checking previous findings on the nature of such processes. In implementing this purpose, records of the number of individual participations were kept, similar to those reported by Smith and Dunbar (13). The index used was the number of voluntary participations divided by the number of days present in class.…”

mentioning

confidence: 99%