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Group heterogeneity and homogeneity in personal content goals for a group learning activity: Impact on individual appraisals
Journal article   Peer reviewed

Group heterogeneity and homogeneity in personal content goals for a group learning activity: Impact on individual appraisals

M. Wosnitza and S. Volet
Applied Psychology, Vol.61(4), pp.585-604
2012
DOI: https://doi.org/10.1111/j.1464-0597.2012.00507.x
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Abstract

This article examines the extent to which group heterogeneity and homogeneity in personal goals for a collaborative learning activity influences individuals' appraisals of that activity. This research addresses the lack of empirical work on the significance of personal content goals in collaborative learning contexts. A framework that takes into account the social dimension of such settings formed the conceptual basis of an empirical study carried out with 313 university students. The results show that while group homogeneity in high- and low-level goals led to expected appraisals and reflections, group heterogeneity led to appraisals that were as positive as those found in groups dominated by members with high-level goals. Implications for educational practice are discussed.

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UN Sustainable Development Goals (SDGs)

This output has contributed to the advancement of the following goals:

#4 Quality Education

Source: InCites

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44 Record Views
4 Times Cited - Web of Science

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Collaboration types
Domestic collaboration
International collaboration
Citation topics
6 Social Sciences
6.11 Education & Educational Research
6.11.31 Self-Regulated Learning
Web Of Science research areas
Psychology, Applied
ESI research areas
Psychiatry/Psychology
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