Performing social activities negatively predicts group performance in CSCL inquiry tasks¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2010 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the regression, performing social activities had a significant negative effect on group performance (β=−.483, p=.03). → Janssen 2010

Evidence¶

Janssen 2010¶

Janssen, J., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2010). Task-related and social regulation during online collaborative learning. Metacognition and Learning. doi:10.1007/s11409-010-9061-5

q2 · i? · associational · r2

Same multiple regression on 101 groups' factor scores; the social activities factor (greetings, social support, social resistance, shared understanding, positive group-process evaluations) significantly and negatively predicted group performance, β=−.483, p=.03.

"Additionally, a significantly negative effect of performing social activities on group performance was found ( β=−.483, p=.03). This indicates that the more groups are engaged in social activities, the worse they perform."

Discussion¶

Related Claims¶

• Regulation of social activities positively predicts group performance in CSCL inquiry tasks
• In CSCL history inquiry, regulation of social activities predicts group performance while social activities are negatively related to group performance — possibly the same claim (merge candidate)
• Information discussion and regulation of task-related activities did not significantly predict group performance — related
• The four collaborative-activity factors jointly explain almost 50% of the variance in group performance — related
• Secondary students in CSCL devote much of their communication to regulating task performance, especially planning the task and monitoring task progress — related
• Both regulation of task performance and regulation of the collaboration process are important for effective CSCL — related