The Role of Perceived Popularity on Collaborative Learning: A Dyadic Perspective

Autor/inn/en	Gommans, Rob; Segers, Eliane; Burk, William J.; Scholte, Ron H. J.
Titel	The Role of Perceived Popularity on Collaborative Learning: A Dyadic Perspective
Quelle	In: Journal of Educational Psychology, 107 (2015) 2, S.599-608 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/a0037851
Schlagwörter	Peer Acceptance; Cooperative Learning; Elementary School Students; Preadolescents; Knowledge Level; Improvement; Prior Learning; Group Dynamics; Intermediate Grades; Foreign Countries; Questionnaires; Netherlands + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Pre-adolescence; Präadoleszenz; Wissensbasis; Qualitätssteigerung; Vorkenntnisse; Gruppendynamik; Mittelstufe; Ausland; Fragebogen; Niederlande
Abstract	The current study investigated how perceived popularity and collaboration quality were associated with knowledge gain of adolescents during a collaborative learning task. Participants included 264 children ages 10-12 years (52.3% boys), who collaborated 3 times in same-sex dyads on a computer assignment. Results indicated that the knowledge of the more popular member at Time 1 predicted knowledge gain of the less popular member at Time 2. Furthermore, mutual listening, reported by either member of the dyad, had a positive effect on the knowledge gain of the less popular member, whereas dominance of the more popular member negatively affected the knowledge gain of the less popular member. These findings suggest that prior knowledge of the more popular dyad member affects the learning of the less popular dyad member and that the quality of the collaboration between both dyad members appears to affect the outcome for the less popular dyad member; more mutual listening and less dominance presumably ensures equal participation and likely increases the chances of the less popular dyad member to participate sufficiently in the collaboration process. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01