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What Determines High- and Low-Performing Groups? The Superstar Effect

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Title: What Determines High- and Low-Performing Groups? The Superstar Effect
Language: English
Authors: Nihalani, Priya K., Wilson, Hope E., Thomas, Gregory, Robinson, Daniel H.
Source: Journal of Advanced Academics. Spr 2010 21(3):500-529.
Availability: Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail: info@prufrock.com; Web site: http://www.prufrock.com
Peer Reviewed: Y
Page Count: 30
Publication Date: 2010
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Academic Achievement, Attendance, Low Achievement, Cooperative Learning, Group Dynamics, Predictor Variables, Correlation, Academic Ability, Scores, Qualitative Research, Statistical Analysis, College Students, Teamwork, Grades (Scholastic)
ISSN: 1932-202X
Abstract: The notion that greater learning outcomes will be achieved if the cognitive work is distributed amongst a group of individuals working together versus working alone has received mixed support when explored empirically (e.g., Daiute & Dalton 1993; Johnson & Johnson, 1991). This study examined the relationship between small-group collaborative learning structures and the potential predictors of groups' overall academic performance. We sought to identify specific factors that distinguished high-performing groups from low-performing groups in the classroom. Class attendance and individual-level academic performance were positively related to group-level academic performance. Further, it was predicted that groups consisting of an exceptionally high-performing member, or superstar, would achieve greater group-level academic performance than groups consisting of members who performed similarly. However, the greater the distance between the highest-performing member's score and the average of the other group members' scores on individual-level tasks, the lower the score on group-level tasks. This difference between the highest scoring group member and the rest of the members is referred to as the Superstar Difference Score. Qualitative and quantitative analyses indicated that the Superstar Difference Score is a reliable, negative predictor of group-level academic performance. Practical implications for classroom instructors and future directions for education research resultant from this study's superstar effect are discussed. (Contains 7 tables.)
Abstractor: As Provided
Number of References: 47
Entry Date: 2010
Access URL: https://journals.prufrock.com/IJP/c.abs/journal-of-advanced-academics/volume21/issue3/article1017
Accession Number: EJ906114
Database: ERIC
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  Data: What Determines High- and Low-Performing Groups? The Superstar Effect
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Advanced+Academics%22"><i>Journal of Advanced Academics</i></searchLink>. Spr 2010 21(3):500-529.
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  Data: Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail: info@prufrock.com; Web site: http://www.prufrock.com
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  Data: The notion that greater learning outcomes will be achieved if the cognitive work is distributed amongst a group of individuals working together versus working alone has received mixed support when explored empirically (e.g., Daiute & Dalton 1993; Johnson & Johnson, 1991). This study examined the relationship between small-group collaborative learning structures and the potential predictors of groups' overall academic performance. We sought to identify specific factors that distinguished high-performing groups from low-performing groups in the classroom. Class attendance and individual-level academic performance were positively related to group-level academic performance. Further, it was predicted that groups consisting of an exceptionally high-performing member, or superstar, would achieve greater group-level academic performance than groups consisting of members who performed similarly. However, the greater the distance between the highest-performing member's score and the average of the other group members' scores on individual-level tasks, the lower the score on group-level tasks. This difference between the highest scoring group member and the rest of the members is referred to as the Superstar Difference Score. Qualitative and quantitative analyses indicated that the Superstar Difference Score is a reliable, negative predictor of group-level academic performance. Practical implications for classroom instructors and future directions for education research resultant from this study's superstar effect are discussed. (Contains 7 tables.)
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 30
        StartPage: 500
    Subjects:
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Attendance
        Type: general
      – SubjectFull: Low Achievement
        Type: general
      – SubjectFull: Cooperative Learning
        Type: general
      – SubjectFull: Group Dynamics
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      – SubjectFull: Predictor Variables
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      – SubjectFull: Correlation
        Type: general
      – SubjectFull: Academic Ability
        Type: general
      – SubjectFull: Scores
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      – SubjectFull: Qualitative Research
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      – SubjectFull: Statistical Analysis
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      – SubjectFull: College Students
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      – SubjectFull: Teamwork
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      – SubjectFull: Grades (Scholastic)
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    Titles:
      – TitleFull: What Determines High- and Low-Performing Groups? The Superstar Effect
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