In one study of undergraduate business majors in asynchronous online small groups, learners with high affiliation motive agreed more than low-affiliation learners with six of twelve attitude statements about group work¶

Claim · All claims
Evidence · 1 study · associational r? · q2
Currency · newest study 2003 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? High affiliation motive participants had significantly higher agreement with six of the twelve attitude statements. → Brewer 2003

Evidence¶

Brewer 2003¶

Brewer, S. A., & Klein, J. D. (2003). Small Group Learning in an Online Asynchronous Environment. https://eric.ed.gov/?id=ED484997

q2 · comparison of a measured trait (affiliation motive was a blocking variable, not assigned) · i? · associational · r?

Attitude survey analysis by affiliation motive (measured with the Work Motivation Inventory affiliation scale) in the four-condition experiment; no effect size printed. Achievement did not differ by affiliation motive.

"When differences in attitude are examined by affiliation motive, participants with high affiliation motive had significantly higher agreement with six of the twelve attitude statements."

Discussion¶

One study is recorded (Brewer & Klein 2003). Affiliation motive was measured (Work Motivation Inventory) and used to block participants, not assigned, so this comparison is associational even though the interdependence conditions in the same experiment were randomised; it is coded accordingly. The outcome is agreement with attitude statements (six of twelve differed), not achievement, which did not differ by affiliation motive. This study's entry on this page does not describe the participants. The same study's entry on the achievement claim describes them as 280 undergraduate business majors, blocked by affiliation motive and randomly assigned to triads; an earlier title called them adult online learners, which no entry for this study says, so the scope now follows that entry.

Related Claims¶

• In one experiment with undergraduate business majors in asynchronous online small groups, reward interdependence raised agreement that group work was beneficial and generated better ideas — related
• All three structured interdependence conditions produce higher agreement that team members' sense of obligation to contribute aided learning, compared with no structured interdependence — related
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• Structuring positive interdependence (role, reward, or both) did not affect posttest achievement for undergraduate business majors in asynchronous online small group work — related