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From We to Me: A Dual Emphasis on Social Identity and Task Autonomy Enhances Personal Learning in Student Teams

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Bibliographic Details
Title: From We to Me: A Dual Emphasis on Social Identity and Task Autonomy Enhances Personal Learning in Student Teams
Language: English
Authors: Gerard Beenen, Shaun Pichler, Jenny Zhang
Source: Journal of Education for Business. 2024 99(3):145-154.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 10
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Self Concept, Business Administration Education, Teamwork, Personal Autonomy, Learning Processes, Prediction, Naming, Correlation, Skill Development, Communication Skills, Undergraduate Students, Group Dynamics, Introductory Courses
DOI: 10.1080/08832323.2023.2278069
ISSN: 0883-2323
1940-3356
Abstract: Student teams are routine in business education, yet instructors lack research-based strategies to promote personal learning in teams. Our study's purpose therefore is to investigate how a dual emphasis on social identity and individual autonomy in teams may enhance students' personal learning. In a study of 557 business undergrads in 215 teams, team self-selection and communication predicted social identity, and communication predicted autonomy. Team naming correlated with social identity but was not predictive in our multilevel model. Social identity mediated the relationship of team self-selection and communication to personal skill development; autonomy mediated the relationship of communication to personal learning. We discuss implications for student teams in business education.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1418919
Database: ERIC
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Abstract:Student teams are routine in business education, yet instructors lack research-based strategies to promote personal learning in teams. Our study's purpose therefore is to investigate how a dual emphasis on social identity and individual autonomy in teams may enhance students' personal learning. In a study of 557 business undergrads in 215 teams, team self-selection and communication predicted social identity, and communication predicted autonomy. Team naming correlated with social identity but was not predictive in our multilevel model. Social identity mediated the relationship of team self-selection and communication to personal skill development; autonomy mediated the relationship of communication to personal learning. We discuss implications for student teams in business education.
ISSN:0883-2323
1940-3356
DOI:10.1080/08832323.2023.2278069