Grades Degrade Group Coordination: Deteriorated Interactions and Performance in a Cooperative Motor Task
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| Title: | Grades Degrade Group Coordination: Deteriorated Interactions and Performance in a Cooperative Motor Task |
|---|---|
| Language: | English |
| Authors: | Hayek, Anne-Sophie, Toma, Claudia, Guidotti, Sofia, Oberlé, Dominique, Butera, Fabrizio |
| Source: | European Journal of Psychology of Education. Jan 2017 32(1):97-112. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Grade 5 Intermediate Grades Middle Schools Elementary Education |
| Descriptors: | Grades (Scholastic), Cooperative Learning, Group Dynamics, Group Behavior, Hypothesis Testing, Student Behavior, Behavior Problems, Group Activities, Psychomotor Skills, Task Analysis, Grade 5, Behavior Patterns, Performance Factors |
| DOI: | 10.1007/s10212-016-0286-9 |
| ISSN: | 0256-2928 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Number of References: | 52 |
| Entry Date: | 2016 |
| Accession Number: | EJ1123707 |
| Database: | ERIC |
| Abstract: | 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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| ISSN: | 0256-2928 |
| DOI: | 10.1007/s10212-016-0286-9 |
