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ERIC Number: EJ1123707
Record Type: Journal
Publication Date: 2017-Jan
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0256-2928
Grades Degrade Group Coordination: Deteriorated Interactions and Performance in a Cooperative Motor Task
Hayek, Anne-Sophie; Toma, Claudia; Guidotti, Sofia; Oberlé, Dominique; Butera, Fabrizio
European Journal of Psychology of Education, v32 n1 p97-112 Jan 2017
At school, pupils often cooperate on common projects and must coordinate their different individual actions. However, grades are pervasively used even in cooperative situations, which make the pupils' differences in achievement and their relative rank salient and may reduce their inclination to work constructively with others. Thus, we hypothesized that grades would elicit disruptive interactions and reduce performance in a cooperative cognitive-motor task necessitating inter-individual coordination of members. In a study with 5th graders, grades (vs. a neutral concept) were primed at the onset of a cooperative group interaction. Results showed that, although pupils were set to work cooperatively, priming grades (vs. neutral concepts) harmed inter-individual coordination by eliciting more negative dominant behaviours among pupils during interactions, which decreased group performance.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 5; Intermediate Grades; Middle Schools; Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A