Analysing Teamwork in Higher Education: An Empirical Study on the Antecedents and Consequences of Team Cohesiveness

Autor/inn/en	Bravo, Rafael; Catalán, Sara; Pina, José M.
Titel	Analysing Teamwork in Higher Education: An Empirical Study on the Antecedents and Consequences of Team Cohesiveness
Quelle	In: Studies in Higher Education, 44 (2019) 7, S.1153-1165 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pina, José M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2017.1420049
Schlagwörter	Teamwork; Group Dynamics; Cooperative Learning; Undergraduate Students; Cooperation; Student Behavior; Difficulty Level; Student Satisfaction; Foreign Countries; Student Attitudes; Spain + Suchen Sie Ihr Suchwort? Gruppendynamik; Kooperatives Lernen; Co-operation; Kooperation; Student behaviour; Schülerverhalten; Schwierigkeitsgrad; Ausland; Spanien
Abstract	One of the most important components of effective teamwork is cohesiveness. However, few empirical studies on the antecedents and consequences of group cohesiveness exist. In response to this gap, the current study draws on the Input-Process-Output model of team effectiveness to investigate the impact of individual and task factors on team cohesiveness, as well as the influence of team cohesiveness on students' perceived learning, satisfaction with teamwork, and expected quality of the outcome. Based on a survey of 160 undergraduate students who worked in groups, the findings show that individual factors (cooperativeness and collaborative behaviour) have a positive influence on team cohesiveness, while task factors (workload and task complexity) have a negative influence on it. According to the results obtained, the highest effect of cohesiveness is on satisfaction with teamwork. Finally, both perceived learning and expected quality predict satisfaction with teamwork. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01