ERIC Number: EJ1055247
Record Type: Journal
Publication Date: 2015-Apr
Abstractor: As Provided
Reference Count: 31
Promoting Perceived Benefits of Group Projects: The Role of Instructor Contributions and Intragroup Processes
Bailey, Sarah; Barber, Larissa K.; Ferguson, Amanda J.
Teaching of Psychology, v42 n2 p179-183 Apr 2015
Group projects are often used in psychology courses to prepare students for future collaborative work. However, psychology alumni report that their education did not adequately prepare them for collaborative work. To better understand these perceptions, this study examined how instructor contributions (involvement and evaluation techniques) promote the benefits of group projects by positively influencing intragroup processes. In this study of current psychology majors, mediation analyses revealed an indirect effect of instructor involvement through goal orientation, as well as the direct effect of instructor evaluation techniques on perceptions of group projects. Moreover, instructor contributions positively predicted group cohesion, communication, goal orientation, and planning. Results suggest ways in which instructors can improve psychology majors' collaborative experiences for experientialevaluation learning.
Descriptors: Group Dynamics, Psychology, Educational Practices, Teamwork, Teacher Participation, Teacher Role, Cooperative Learning, Mediation Theory, Goal Orientation, Evaluation Methods, Experiential Learning, Teacher Effectiveness, Student Attitudes, Majors (Students), Correlation, Likert Scales, Outcome Measures, Teaching Methods, Participant Satisfaction, College Students, Online Surveys
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A