Promoting Perceived Benefits of Group Projects: The Role of Instructor Contributions and Intragroup Processes

Autor/inn/en	Bailey, Sarah; Barber, Larissa K.; Ferguson, Amanda J.
Titel	Promoting Perceived Benefits of Group Projects: The Role of Instructor Contributions and Intragroup Processes
Quelle	In: Teaching of Psychology, 42 (2015) 2, S.179-183 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/0098628315573147
Schlagwörter	Group Dynamics; Psychology; Educational Practices; Teamwork; Teacher Participation; Teacher Role; Cooperative Learning; Mediation Theory; Goal Orientation; Evaluation Methods; Experiential Learning; Teacher Effectiveness; Student Attitudes; Majors (Students); Correlation; Likert Scales; Outcome Measures; Teaching Methods; Participant Satisfaction; College Students; Online Surveys + Suchen Sie Ihr Suchwort? Gruppendynamik; Psychologie; Bildungspraxis; Lehrerrolle; Kooperatives Lernen; Mediationsverfahren; Zielorientierung; Zielvorstellung; Experiental learning; Erfahrungsorientiertes Lernen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schülerverhalten; Korrelation; Likert-Skala; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent
Abstract	Group projects are often used in psychology courses to prepare students for future collaborative work. However, psychology alumni report that their education did not adequately prepare them for collaborative work. To better understand these perceptions, this study examined how instructor contributions (involvement and evaluation techniques) promote the benefits of group projects by positively influencing intragroup processes. In this study of current psychology majors, mediation analyses revealed an indirect effect of instructor involvement through goal orientation, as well as the direct effect of instructor evaluation techniques on perceptions of group projects. Moreover, instructor contributions positively predicted group cohesion, communication, goal orientation, and planning. Results suggest ways in which instructors can improve psychology majors' collaborative experiences for experientialevaluation learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01