Cooperative Group Performance in Graduate Research Methodology Courses: The Role of Study Coping and Examination-Taking Coping Strategies

Autor/inn/en	Jiao, Qun G.; Collins, Kathleen M. T.; Onwuegbuzie, Anthony J.
Titel	Cooperative Group Performance in Graduate Research Methodology Courses: The Role of Study Coping and Examination-Taking Coping Strategies
Quelle	In: College Quarterly, 16 (2013) 2, (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1195-4353
Schlagwörter	Cooperative Learning; Graduate Students; Graduate Study; Coping; Role; Research Methodology; Tests; Academic Achievement; Multiple Regression Analysis; Research Proposals; Criticism; Assignments; Likert Scales; Introductory Courses + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bewältigung; Rollen; Research method; Forschungsmethode; Examination; Prüfung; Examen; Schulleistung; Forschungsgegenstand; Kritik; Assignment; Auftrag; Zuweisung; Likert-Skala; Einführungskurs
Abstract	This study seeks to examine the extent to which cooperative group members' levels of coping strategies (study and examination-taking coping strategies) and the degree that heterogeneity (variability of study coping strategies and examination-taking coping strategies) predict cooperative groups' levels of achievement in research methodology courses. Participants were 85 graduate students. Multiple regression analysis revealed that graduate students with the highest levels of performance on article critique and research proposal assignments combined tended to report the least variation with respect to both study coping strategies and examination-taking coping strategies. The four variables combined explained 56.7% of the variance in performance. (As Provided).
Anmerkungen	Seneca College of Applied Arts and Technology. 1750 Finch Avenue East, Toronto, Ontario M2J 2X5, Canada. Tel: 416-491-5050; Fax: 905-479-4561; Web site: http://www.collegequarterly.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10