Collaboration and Psychological Ownership: How Does the Tension between the Two Influence Perceived Learning?

Autor/inn/en	Caspi, Avner; Blau, Ina
Titel	Collaboration and Psychological Ownership: How Does the Tension between the Two Influence Perceived Learning?
Quelle	In: Social Psychology of Education: An International Journal, 14 (2011) 2, S.283-298 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1381-2890
DOI	10.1007/s11218-010-9141-z
Schlagwörter	Ownership; Collaborative Writing; Cooperation; Intellectual Property; Psychological Patterns; Comparative Analysis + Suchen Sie Ihr Suchwort? Eigentum; Co-operation; Kooperation; Geistiges Eigentum
Abstract	Collaborative writing may evoke conflict between individuals' feeling of contribution and their sense of ownership toward the collective outcomes. The present study tested the relations between perceived psychological ownership, perceived quality of the product, and perceived learning in five experimental conditions: two collaborative, two sharing, and a control. Analysis of the changes made between versions revealed differences in quantity and in types of changes between collaboration, sharing, and control conditions. Results showed that collaboration may improve the perceived quality of the written product more than sharing or control. In addition, less intrusive collaboration seems to enhance the sense of perceived learning. The relation between perceived ownership and perceived learning was mediated by perceived quality of the written product. We conclude that students may avoid collaboration partly because they do not want to lose a sense of personal ownership or to lessen peer ownership. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10