Hope as a Predictor of Performance of Graduate-Level Cooperative Groups in Research Methodology Courses

Autor/inn/en	Collins, Kathleen M. T.; Onwuegbuzie, Anthony J.; Jiao, Qun G.
Titel	Hope as a Predictor of Performance of Graduate-Level Cooperative Groups in Research Methodology Courses
Quelle	In: International Journal of Teaching and Learning in Higher Education, 21 (2009) 2, S.148-157 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Graduate Students; Research Methodology; Research Proposals; Multiple Regression Analysis; Higher Education; Evaluation; Effect Size; Cooperative Learning; College Students; Outcomes of Education; Group Dynamics; Scores; Reliability; Statistical Significance; Validity + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Research method; Forschungsmethode; Forschungsgegenstand; Hochschulbildung; Hochschulsystem; Hochschulwesen; Evaluierung; Kooperatives Lernen; Collegestudent; Lernleistung; Schulerfolg; Gruppendynamik; Reliabilität; Gültigkeit
Abstract	This study investigated the extent that cooperative group members' levels of hopefulness, operationalized as a combination of pathways to meet desired goals and the agentic thinking that motivates an individual to use those pathways, predict (a) group performance, namely, the quality of an article critique assignment and research proposal assignment, and (b) the degree that heterogeneity (i.e., variability of pathways and agency levels) is related to this outcome variable. Participants were 86 graduate students enrolled in a research methodology course. Groups (n = 28) formed the unit of analysis. A multiple regression analysis revealed that groups attaining the lowest scores on the article critique and research proposal assignments combined tended to report the lowest levels of hope, as measured by agentic thinking, and the greatest variation with respect to pathways to meet desired goals. These variables explained 20.5% of the variance in performance. This finding is placed within the context of other studies in which the predictability of group characteristics and dynamics has been examined. (Contains 3 tables.) (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10