Abstract
| Original language | English |
|---|---|
| Pages (from-to) | 289–302 |
| Journal | Social Psychology of Education |
| Volume | 21 |
| Issue number | 2 |
| DOIs | |
| Publication status | Published - 2018 |
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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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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 journal › Article › Scientific › peer-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
Y1 - 2018
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.
KW - COGNITIVE-COMPLEXITY
KW - CONTEXT
KW - CORE-SELF-EVALUATIONS
KW - Collaborative learning groups
KW - Core self-evaluations
KW - DIFFERENCE
KW - EFFICACY
KW - EMOTIONAL INTELLIGENCE
KW - GROUP-PERFORMANCE
KW - Gender
KW - Group discussion quality
KW - Group performance
KW - NEED
KW - Need for cognition
KW - SATISFACTION
KW - TRANSFORMATIONAL LEADERSHIP
U2 - 10.1007/s11218-017-9419-5
DO - 10.1007/s11218-017-9419-5
M3 - Article
VL - 21
SP - 289
EP - 302
JO - Social Psychology of Education
JF - Social Psychology of Education
SN - 1381-2890
IS - 2
ER -