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The aim of this study was twofold. The first aim was to study the effect of an intervention combining team feedback and guided reflexivity on virtual teams' affective outcomes. The second was to examine the mediating role of perceived social loafing in this relationship. An experimental laboratory study was carried out with 54 teams randomly assigned to an experimental condition or a control condition. Results showed that this intervention had an effect on satisfaction with the result, but not on group cohesion and satisfaction with the team. Moreover, perceived social loafing fully mediated the effect of this intervention on group cohesion and partially mediated its effect on satisfaction with the team and the result. Blaskovich, 2008). Based on Monzani, Ripoll, Peir o, and Van Dick's (2014) study on perceived social loafing in virtual teams, we argue that perceptions of social loafing in virtual teams represent team members' How to cite this article: Peñarroja V, Orengo V, Zornoza A. Reducing perceived social loafing in virtual teams: The effect of team feedback with guided reflexivity. J Appl Soc Psychol.

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The study of social capital has emerged as a key construct in work and organizational contexts. Trust is its relational dimension and it is relevant for teams working in virtual environments. The purpose of our study is to determine whether the relationship between virtuality level (based on the characteristics of the technology used by each group) and three team-effectiveness criteria (group performance, group process satisfaction and group cohesion) is moderated by group trust climate or relational capital (i.e. trust perceptions shared by team members). A laboratory experiment was carried out with groups randomly assigned to two virtuality levels (videoconference and computer-mediated communication) and a control condition (face-to-face communication). Sixty-six 4-member teams made up the sample. Results indicated that group trust climate moderates the relationship between the virtuality level and group process satisfaction and group cohesion when the virtuality level is high. These results provide further evidence that relational capital plays an important role in virtual teams' effectiveness.

Virtual communities (VCs) have become essential in current organizations and society, and so their sustainability is a topic of interest for researchers and practitioners. We focus on the sense of virtual community (SoVC) and commitment as relevant antecedents in achieving the success and maintenance of different types of VCs (communities of interest, virtual learning communities, and VCs of practice). Specifically, this study examines a moderated mediation model in which the type of VC moderates the indirect effect of a SoVC on the intention to continue through the perceived commitment of the users of the VC. The sample consists of 299 members of VCs. The results showed that SoVC influenced the intention to continue via commitment to VCs. Additionally, the relationship between SoVC and commitment was higher for communities of interest and virtual learning communities than for VCs of practice. This article contributes to previous literature by identifying the importance of participants’ engagement and the contingent effect of the type of community. Implications of the study and directions for future research are discussed.

Scholars and practitioners agree that virtual teams (VTs) have become commonplace in today's digital workplace. Relevant literature argues that learning constitutes a significant contributor to team member satisfaction and performance, and that, at least in face-to-face teams, team cohesion fosters team learning. Given the additional challenges VTs face, e.g. geographical dispersion, which are likely have a negative influence on cohesion, in this paper we shed light on the relationship between team cohesion and team learning. We adopted a quantitative approach and studied 54 VTs in our quest to understand the role of feedback in mediating this relationship and, more specifically, the role of personality traits in moderating the indirect effect of team feedback and guided reflection intervention on TL through team cohesion within the VT context. Our findings highlight the importance of considering aspects related to the team composition when devising intervention strategies for VTs, and provide empirical support for an interactionist model between personality and emergent states such as cohesion. Implications for theory and practice are also discussed.

The aim of this study was twofold. First, we examined the relationship between virtual teams’ emotional intelligence composition and three indicators of their members’ well-being, members’ satisfaction with the team, and positive and negative affective states. Second, we analyzed the moderator role of an online team emotional management intervention in the effects of the team emotional intelligence composition. One hundred and two virtual teams participated in an experimental study with repeated measures. Teams were randomly assigned to either an intervention designed to help them detect and manage emotions during virtual teamwork or a control condition (with no intervention). We followed a hierarchical data strategy and examined a number of nested models using Hierarchical Linear Modeling. Our findings showed that virtual teams’ emotional intelligence composition is a key driver of the team members’ well-being, and that a team emotional management intervention moderated the impact of the team composition of emotional intelligence, buffering its influence.