ERIC Number: EJ1061906
Record Type: Journal
Publication Date: 2015-May
Abstractor: As Provided
Reference Count: 48
The Role of Perceived Popularity on Collaborative Learning: A Dyadic Perspective
Gommans, Rob; Segers, Eliane; Burk, William J.; Scholte, Ron H. J.
Journal of Educational Psychology, v107 n2 p599-608 May 2015
The current study investigated how perceived popularity and collaboration quality were associated with knowledge gain of adolescents during a collaborative learning task. Participants included 264 children ages 10-12 years (52.3% boys), who collaborated 3 times in same-sex dyads on a computer assignment. Results indicated that the knowledge of the more popular member at Time 1 predicted knowledge gain of the less popular member at Time 2. Furthermore, mutual listening, reported by either member of the dyad, had a positive effect on the knowledge gain of the less popular member, whereas dominance of the more popular member negatively affected the knowledge gain of the less popular member. These findings suggest that prior knowledge of the more popular dyad member affects the learning of the less popular dyad member and that the quality of the collaboration between both dyad members appears to affect the outcome for the less popular dyad member; more mutual listening and less dominance presumably ensures equal participation and likely increases the chances of the less popular dyad member to participate sufficiently in the collaboration process.
Descriptors: Peer Acceptance, Cooperative Learning, Elementary School Students, Preadolescents, Knowledge Level, Improvement, Prior Learning, Group Dynamics, Intermediate Grades, Foreign Countries, Questionnaires
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Intermediate Grades
Authoring Institution: N/A
Identifiers - Location: Netherlands