Niksic, R (2023) Do Expectations and Goals Promote Learning Satisfaction and the Mediating Role of Collaboration. Bachelor thesis, Psychology.
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RNiksic BThesis, S2904594 26.01.2023.pdf Download (302kB) | Preview |
Abstract
Collaborative learning (CL) environments in higher education have shown beneficial outcomes for participants. There is limited literature on the structure of CL that leads to students' satisfaction with a learning experience (SLE) and how perceived collaboration (PC) affects this relationship. The current study introduced an intervention to facilitate CL, called a group agreement (GA). We investigated whether PC mediates the relationship between GA and SLE. Previous studies suggested that a well-established collaboration context leads to higher SLE levels due to shared expectations within a group, open communication and discussion. In the present study, we compared two samples of bachelor thesis students. Group agreement was implemented as an intervention for the student group of 2022-2023, while students in the 2021-2022 cohort did not participate in the intervention. These two samples were compared using an independent t-test (N=126). Results showed no evidence of a mediating role of perceived collaboration. No significant difference was found between the two cohorts on their score on perceived collaboration and satisfaction with a learning experience. Lastly, PC was found to explain 23% of the variation within SLE. More research is needed to determine if GA interventions are effective. Limitations and future research recommendations are discussed. Keywords: Collaborative learning, Group work, Group formation, Perceived collaboration, satisfaction with a learning experience, Bachelor thesis group
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Havik, E.M. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 27 Jan 2023 14:41 |
| Last Modified: | 27 Jan 2023 14:41 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/1594 |
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