ERIC Number: EJ1418919
Record Type: Journal
Publication Date: 2024
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0883-2323
EISSN: EISSN-1940-3356
From We to Me: A Dual Emphasis on Social Identity and Task Autonomy Enhances Personal Learning in Student Teams
Gerard Beenen; Shaun Pichler; Jenny Zhang
Journal of Education for Business, v99 n3 p145-154 2024
Student teams are routine in business education, yet instructors lack research-based strategies to promote personal learning in teams. Our study's purpose therefore is to investigate how a dual emphasis on social identity and individual autonomy in teams may enhance students' personal learning. In a study of 557 business undergrads in 215 teams, team self-selection and communication predicted social identity, and communication predicted autonomy. Team naming correlated with social identity but was not predictive in our multilevel model. Social identity mediated the relationship of team self-selection and communication to personal skill development; autonomy mediated the relationship of communication to personal learning. We discuss implications for student teams in business education.
Descriptors: Self Concept, Business Administration Education, Teamwork, Personal Autonomy, Learning Processes, Prediction, Naming, Correlation, Skill Development, Communication Skills, Undergraduate Students, Group Dynamics, Introductory Courses
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
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A