Journal article
Trajectories of change in university students’ general views of group work following one single group assignment: Significance of instructional context and multidimensional aspects of experience
European Journal of Psychology of Education, Vol.29(1), pp.101-115
2013
Abstract
This paper examines how distinct trajectories of change in students’ general views of group work over the duration of one single group assignment could be explained by multidimensional aspects of their experience and the overall instructional context. Science (336) and Education (377) students involved in a semester-long group assignment completed questionnaires at the beginning and end of their assignment. Individual and group level analyses provided evidence of change in general views of group work for over half of students and one third of the groups. Students’ multidimensional experience of their group assignment was investigated in terms of its cognitive, motivational, affect, interpersonal, management, and assessment aspects. Change in general views of group work could be explained by different aspects, which varied depending on the overall instructional context and whether change was toward more positive or more negative views. Overall, the findings highlight the significance of affect in students’ experience of group work and the influence of enabling or inhibiting features of instructional contexts. The criticality of distinguishing between different experiential aspects of group work and examining the nature of students’ experience in relation to the characteristics of the instructional context was demonstrated. Understanding what triggers change in students’ general views of group work is important as these views are expected to have a major impact on the quality of subsequent engagement in group activities.
Details
- Title
- Trajectories of change in university students’ general views of group work following one single group assignment: Significance of instructional context and multidimensional aspects of experience
- Authors/Creators
- M. Wosnitza (Author/Creator) - RWTH Aachen UniversityS. Volet (Author/Creator) - Murdoch University
- Publication Details
- European Journal of Psychology of Education, Vol.29(1), pp.101-115
- Publisher
- Springer Netherlands
- Identifiers
- 991005541148707891
- Murdoch Affiliation
- School of Education
- Language
- English
- Resource Type
- Journal article
UN Sustainable Development Goals (SDGs)
This output has contributed to the advancement of the following goals:
Source: InCites
Metrics
367 File views/ downloads
84 Record Views
InCites Highlights
These are selected metrics from InCites Benchmarking & Analytics tool, related to this output
- 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, Educational
- ESI research areas
- Psychiatry/Psychology