This research was supported by the Australian Research Council (Grant DP0666993).
Group Heterogeneity and Homogeneity in Personal Content Goals for a Group Learning Activity: Impact on Individual Appraisals
Article first published online: 2 MAY 2012
© 2012 The Authors. Applied Psychology: An International Review © 2012 International Association of Applied Psychology
Special Issue: Multiple Goals in Learning Contexts. This Special Issue was managed and accepted by previous Editor-in-Chief, Sabine Sonnentag
Volume 61, Issue 4, pages 585–604, October 2012
How to Cite
Wosnitza, M. and Volet, S. (2012), Group Heterogeneity and Homogeneity in Personal Content Goals for a Group Learning Activity: Impact on Individual Appraisals. Applied Psychology:An International Review, 61: 585–604. doi: 10.1111/j.1464-0597.2012.00507.x
- Issue published online: 2 AUG 2012
- Article first published online: 2 MAY 2012
This article examines the extent to which group heterogeneity and homogeneity in personal goals for a collaborative learning activity influences individuals' appraisals of that activity. This research addresses the lack of empirical work on the significance of personal content goals in collaborative learning contexts. A framework that takes into account the social dimension of such settings formed the conceptual basis of an empirical study carried out with 313 university students. The results show that while group homogeneity in high- and low-level goals led to expected appraisals and reflections, group heterogeneity led to appraisals that were as positive as those found in groups dominated by members with high-level goals. Implications for educational practice are discussed.