Does the Group Matter? Effects of Trust, Cultural Diversity, and Group Formation on Engagement in Group Work in Higher Education

Autor/inn/en	Poort, Irene; Jansen, Ellen; Hofman, Adriaan
Titel	Does the Group Matter? Effects of Trust, Cultural Diversity, and Group Formation on Engagement in Group Work in Higher Education
Quelle	In: Higher Education Research and Development, 41 (2022) 2, S.511-526 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Poort, Irene) ORCID (Jansen, Ellen) ORCID (Hofman, Adriaan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2020.1839024
Schlagwörter	Trust (Psychology); Diversity; Cultural Differences; Cooperative Learning; Learner Engagement; Group Dynamics; Teamwork; Undergraduate Students; Foreign Countries; Structural Equation Models; Predictor Variables; Student Behavior; Cognitive Processes; Netherlands; Canada + Suchen Sie Ihr Suchwort? Kultureller Unterschied; Kooperatives Lernen; Gruppendynamik; Ausland; Prädiktor; Student behaviour; Schülerverhalten; Cognitive process; Kognitiver Prozess; Niederlande; Kanada
Abstract	Group work is a common active learning strategy in higher education when the goal is to enhance deep learning and develop teamwork skills. Culturally diverse learning groups are particularly valuable in preparing university students to participate in a globalized world. Student engagement in group work is critical in realizing these benefits. Therefore, more insight into what factors promote engagement is necessary. This study investigates the extent to which trust in the group, cultural diversity in the group, and group formation contribute to behavioral and cognitive engagement in group work. A questionnaire was filled out by 1025 bachelor's students from six universities in the Netherlands and Canada. Structural equation modeling analyses identified students' trust in the group as the strongest positive predictor of both behavioral and cognitive engagement. Greater perceived cultural diversity was found to promote behavioral and cognitive engagement, but compared with trust, the impacts were relatively small. Whether students could choose their group members did not affect behavioral or cognitive engagement significantly. Contrary to what was expected, trust did not act as a mediator. That is, cultural diversity and group formation did not indirectly affect engagement through trust. These findings prompt some suggestions for how to enhance student engagement in group work. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01