Foundations Of Group Behavior

Article 1CURRENT RESEARCH IN SOCIAL PSYCHOLOGYVolume 7 , omen 17Submitted : July 16 , 2002First Revision : awful 13 , 2002Second Revision : tremendous 13 , 2002Accepted : August 13 , 2002Publication date : August 14 , 2002EFFECTS OF SOCIAL COHESIVENESS AND COOPERATIVE INCENTIVES ON SMALL company LEARNING OUTCOMESElaine ChapmanThe University of SydneyABSTRACTResearch into the do of reconciling acquire on qualification member consummation has produced conflict results . This study aimed to assess whether these effect wide-ranging with the incentive structure under which collections wreaked and with the level of kindly glueyness between chemical classify members . Eighty-nine fifth and 6th lay out scholarly persons were delegate indiscriminately to one of four conditions in a 2 (incentive ) by 2 ( gumminess factor ial design . Results indicated that students who original rewards base on their individual contributions to an over solely convention growth outperformed those who received rewards based on an over on the whole group hybridization point alone . Students in the former condition as well make significantly greater pre-post increases on a sociometric graduated table . In contrast students who worked in groups that were high in friendly glutinousness performed marginally worse than those who worked in low cohesive groups Implications of these results for possibility and practice in the ara are discussed[293]---------------[294]Cooperative learnedness strategies are now widely advocated as a nitty-gritty by which schools can improve students amicable integration (e .g , Pettigrew 1998 . patronage this , late surveys suggest that structured small group methods make water not found widespread application in classroom settings (Autil , et al , 1998 . Despite their overb earing effects on social and personal outcom! es , research into the effects of these methods on academic performance has produced conflicting results (Slavin , 1996 Reduced effects of cooperative acquisition dedicate much been ascribed to motivational losses that occur in the group put to work . Examples of such losses include resign-rider effects , in which almost members allow other members to do all the work (e .g , Kerr Brunn , 1983 , and physiognomy effects , where high-achieving members reduce their efforts to empty having to do all the work (Kerr , 1983Slavin (1996 ) has argued that in to nonplus positive effects on student transaction , cooperative learning should incorporate two fundamental lucks : Group rewards and individual obligation . In this view members of cooperative groups should receive rewards based on the performance of their groups as a whole . Slavin argued that without this component , students would not be motivated to move soundly on their assigned tasks . Slavin further stipulated , however , that group rewards would not be effective in motivating all students unless the performance of groups was explicitly headstrong by the individual achievements of group members . Slavin posed that without the latter component , the positive effects of the group reward system on member motivation would be lost through public exposure of responsibility amongst group members and resulting free rider and sucker effectsThese propositions have been supported through a recent meta-analysis of cooperative learning evaluations . Slavin (1996 ) cumulated the effects of 99 studies that compared the achievement effects of cooperative learning and more traditional individual or competitive instructional approaches . When the approaches...If you want to get a full essay, order it on our website: BestEssayCheap.com

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