Gender diversity and motivation in collaborative learning groups: The mediating role of group discussion quality

Petre Curseu, M.M.H. Chappin, R.J.G. Jansen

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Abstract

Collaborative learning is often used in higher education to help students develop their teamwork skills and acquire curricular knowledge. In this paper we test a mediation model in which the quality of group discussions mediates the impact of gender diversity and group motivation on collaborative learning effectiveness. Our results show that the proportion of women in groups, and the group level need for cognition and core self-evaluations (within group average) positively predict discussion quality that in turn predicts group (academic) performance. Our results show that discussion quality fully mediates the effects of need for cognition and core self-evaluations on group performance. The effect for gender diversity on group performance is only partly mediated by discussion quality.
Original languageEnglish
Pages (from-to)289–302
JournalSocial Psychology of Education
Volume21
Issue number2
DOIs
Publication statusPublished - 2018

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group discussion
gender
learning
Group
cognition
performance
proportion of women
teamwork
evaluation
mediation
education
student

Keywords

  • COGNITIVE-COMPLEXITY
  • CONTEXT
  • CORE-SELF-EVALUATIONS
  • Collaborative learning groups
  • Core self-evaluations
  • DIFFERENCE
  • EFFICACY
  • EMOTIONAL INTELLIGENCE
  • GROUP-PERFORMANCE
  • Gender
  • Group discussion quality
  • Group performance
  • NEED
  • Need for cognition
  • SATISFACTION
  • TRANSFORMATIONAL LEADERSHIP

Cite this

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title = "Gender diversity and motivation in collaborative learning groups: The mediating role of group discussion quality",
abstract = "Collaborative learning is often used in higher education to help students develop their teamwork skills and acquire curricular knowledge. In this paper we test a mediation model in which the quality of group discussions mediates the impact of gender diversity and group motivation on collaborative learning effectiveness. Our results show that the proportion of women in groups, and the group level need for cognition and core self-evaluations (within group average) positively predict discussion quality that in turn predicts group (academic) performance. Our results show that discussion quality fully mediates the effects of need for cognition and core self-evaluations on group performance. The effect for gender diversity on group performance is only partly mediated by discussion quality.",
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Gender diversity and motivation in collaborative learning groups : The mediating role of group discussion quality. / Curseu, Petre; Chappin, M.M.H.; Jansen, R.J.G.

In: Social Psychology of Education, Vol. 21, No. 2, 2018, p. 289–302.

Research output: Contribution to journalArticleScientificpeer-review

TY - JOUR

T1 - Gender diversity and motivation in collaborative learning groups

T2 - The mediating role of group discussion quality

AU - Curseu, Petre

AU - Chappin, M.M.H.

AU - Jansen, R.J.G.

PY - 2018

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N2 - Collaborative learning is often used in higher education to help students develop their teamwork skills and acquire curricular knowledge. In this paper we test a mediation model in which the quality of group discussions mediates the impact of gender diversity and group motivation on collaborative learning effectiveness. Our results show that the proportion of women in groups, and the group level need for cognition and core self-evaluations (within group average) positively predict discussion quality that in turn predicts group (academic) performance. Our results show that discussion quality fully mediates the effects of need for cognition and core self-evaluations on group performance. The effect for gender diversity on group performance is only partly mediated by discussion quality.

AB - Collaborative learning is often used in higher education to help students develop their teamwork skills and acquire curricular knowledge. In this paper we test a mediation model in which the quality of group discussions mediates the impact of gender diversity and group motivation on collaborative learning effectiveness. Our results show that the proportion of women in groups, and the group level need for cognition and core self-evaluations (within group average) positively predict discussion quality that in turn predicts group (academic) performance. Our results show that discussion quality fully mediates the effects of need for cognition and core self-evaluations on group performance. The effect for gender diversity on group performance is only partly mediated by discussion quality.

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