Abstracts - Earli

Self processes of school friendship and acquaintance groups: A mixed methods approach.Jose Hanham, The University of New South Wales, AustraliaJohn McCormick, The University of New South Wales, AustraliaThe purpose of this study was to explore the phenomenon of school-based group work with groupscomprising either close friends or acquaintances. In particular, we investigated how key selfprocesses,namely self-efficacy beliefs and self-construal, were related to group behaviour andgroup performance. A novel theoretical framework was developed based on research into groupwork in educational, broader organisational, and cross-cultural contexts. This theoreticalframework was tested using a mixed-methods approach that included survey and observationaldata. The sample comprised Grades 10 and 11 students from two randomly selected governmentsecondary schools in Sydney, Australia. The study had two phases. In phase one, a survey wasadministered to measure self processes. In addition, sociometric mapping was used to form sixfriendship and seven acquaintance groups. In phase two, each group was videotaped performing agroup problem-solving activity. The achievement of each group was scored by an independentexpert without knowledge of the composition of each group. Videotapes were analysed by tworesearchers with respect to individual and group behaviours. Data trends suggested thatirrespective of whether the groups were composed of friends or acquaintances, the extent to whichindividual group members reported an interdependent view of self, was related to higher groupperformance scores. From a theoretical perspective, the examination of the link between selfprocessesand group performance marks a significant step in unravelling some complexities ofschool-based group work. Whilst some studies in organisational settings have examined theinfluence of self-processes on work group behaviour, educational researchers have yet to fullyincorporate self-construal and self-efficacy for group work into studies of school-based groupwork. In terms of classroom practice, one important recommendation is that before using groupwork, teachers should consider nurturing student interdependence.B 728 August 2007 17:30 - 18:50Room: 0.81 OrtvayPaper SessionMotivationChair:Sanna Järvelä, University of Oulu, FinlandEnhancing motivation and self-regulated learning by applying a computer based trainingapproachMarkus Dresel, University of Ulm, GermanyMarion Haugwitz, University of Ulm, GermanyA computer based approach was designed in order to enhance motivation and self-regulatedlearning. Participants of the quasi-experimental study were N=160 6th grade students who workedwith a mathematics learning software over the period of six month. In the first condition studentsreceived attributional feedback generated by the software. In the second condition studentsreceived the attribution feedback and an additional self-regulation training which was designed tofoster metacognitive control strategies. In a control condition, students received neither of the two.– 83 –