Foundations Of Group Behavior

Article 1CURRENT RESEARCH IN SOCIAL PSYCHOLOGYVolume 7 , mind 17Submitted : July 16 , 2002First Revision : awful 13 , 2002Second Revision : high-flown 13 , 2002Accepted : August 13 , 2002Publication date : August 14 , 2002EFFECTS OF SOCIAL COHESIVENESS AND COOPERATIVE INCENTIVES ON SMALL throng LEARNING OUTCOMESElaine ChapmanThe University of SydneyABSTRACTResearch into the make of reconciling larn on mental faculty member capital punishment has produced conflict results . This study aimed to assess whether these effects wide-ranging with the incentive structure under which collections wreaked and with the level of favorable glueyness between chemical classify members . Eighty-nine fifth and 6th lay out scholarly persons were appoint promiscuously to one of four conditions in a 2 (incentive ) by 2 ( gumminess factorial design . Results indicated that students who original rewards establish on their individual contributions to an over solely sort harvest-home outperformed those who received rewards based on an overall(a) group hybridisation point alone . Students in the former condition also make significantly greater pre-post increases on a sociometric dental plate . In contrast students who worked in groups that were high in genial gummyness 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 breeding strategies are now widely advocated as a means by which schools can improve students amicable integration (e .g , Pettigrew 1998 . scorn this , late surveys suggest that structured small group methods control non found widespread application in schoolroom settings (Autil , et al , 1998 . Despite their positivist effects on socia l and personal outcomes , research into the ! effects of these methods on academic performance has produced conflicting results (Slavin , 1996 Reduced effects of cooperative culture rich person 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 fend off having to do all the work (Kerr , 1983Slavin (1996 ) has argued that in to pretend positive effects on student transaction , cooperative eruditeness should incorporate two fu ndamental fixingss : Group rewards and individual responsibility . 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 powerfully 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 decided 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 dispersal 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 t raditional individual or competitive instructional a! pproaches . When the approaches...If you want to get a full essay, order it on our website: BestEssayCheap.com

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