What is group dynamics?

Tasca, Giorgio A.

doi:10.1037/gdn0000115

Cited by 12 publications

(10 citation statements)

References 13 publications

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“…Human causes that contribute to harm are widely explored yet there are human factors in need of further elucidation, including group dynamics [5]. A group is three or more people gathered for a common reason whose activity results in some kind of output; the processes, outcomes, and perceptions or experiences of the group are the dynamics [6], see Table 1 for further definitions.…”

Section: Introductionmentioning

confidence: 99%

A multi-method exploratory study of health professional students’ experiences with compliance behaviours

2020

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Background Research in healthcare, including students as participants, has begun to document experiences with negative compliance, specifically conformity and obedience. There is a growing body of experimental and survey literature, however, currently lacking is a direct measure of the frequency at which health professional students have negative experiences with conformity and obedience integrated with psychological factors, the outcomes of negative compliance, and students’ perceptions. Methods To develop empirical knowledge about the frequency of negative compliance and student perceptions during health professional education a multi-methods survey approach was used. The survey was administered to health professional students across ten disciplines at four institutions. Results The results indicated students regularly experience obedience and conformity and are influenced by impression management and displacement of responsibility. Moral distress was identified as a consistent negative outcome. Student self-reported experiences aligned with the empirical findings. Conclusions The findings of the present study demonstrate the pervasiveness of experiences with negative compliance during health professional’s education along with some attendant psychological factors. The findings have educational and practical implications, as well as pointing to the need for further integration of social and cognitive psychology in explaining compliance in healthcare. The results are likely generalizable to a population level however replication is encouraged to better understand the true frequency of negative compliance at a health professional population level.

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Section: Introductionmentioning

confidence: 99%

A multi-method exploratory study of health professional students’ experiences with compliance behaviours

2020

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“…Since, there is an intense debate about the minimum number of people in a "group," with some researchers considering two individuals working together in a dyad as the smallest group size (Williams, 2010), while others state that a group is composed of three (i.e. triad) or more people (Moreland, 2010;Tasca, 2020). The term "group size" itself remains a vaguely defined concept with in some studies small groups consist of four or more members (Wheelan, 2009), whereas in others they are limited to two or three members (Yetton and Bottger, 1983).…”

Section: Effects Of Group Size On Performancementioning

confidence: 99%

Group Size and Peer Learning: Peer Discussions in Different Group Size Influence Learning in a Biology Exercise Performed on a Tablet With Stylus

Corrégé

Michinov

2021

Front. Educ.

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Determining the optimal discussion group size to improve performance and learning has created an intense debate in psychology and provided mixed findings in laboratory and field settings. In a quasi-experimental study in the education field, we examined the effect of discussion group size on individual learning in a biology exercise performed on a tablet with stylus. The sample involved 102 secondary school students divided into four classes, each corresponding to one of the four experimental conditions (alone without peer discussion vs discussion in dyads vs triads vs four-member groups). They were asked to draw individually a functional schema of the human respiratory system, once before and once after discussing with peers (or reflecting alone). Both drawings were evaluated by four independent coders, and the learning gain for each student was computed from these evaluations. Results revealed that learning gain was greater for students discussing in four-member groups than for those in the other conditions. Additional analyses suggested that this effect was moderated by the students’ gender, with the learning gain being greater after discussion in four-member groups among females only. These findings suggest that group size of four individuals might be the optimal configuration to improve peer learning.

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“…Nevertheless, groups have a 'life of their own' (Dörnyei & Murphey, 2008). In real practice, their characteristics are dynamic according to the complex and multifaceted classroom life (Tasca, 2020;Tudor, 2001). Thus, building a qualified group with the reflection of group dynamics is necessary.…”

Section: The Conceptual Perspective: Exploring Collaborationmentioning

confidence: 99%

Friendship Group Activities: Voices from Chinese EFL Learners

Jia¹

2020

ELT

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Friendship group activities, as one of the learner-centered applications of collaborative learning, promotes learners’ overall abilities and have been warmly welcomed into English as a foreign language (EFL) classes in China. However, because of the complexity of the multi-level classroom life, sometimes this application becomes problematic in the actual practice. To tackle this problem and illustrate the dynamic characteristics of collaborative language learning, further investigation into friendship groups from the students’ perspective is necessary. The present study was conducted through qualitative research with six semi-structured interviews, which aimed to elicit learners’ in-depth views on group work in the actual language classrooms and create a more suitable facilitative classroom environment for future students. The findings show that the fundamental factors, such as culture, teacher guidance and group processing have significantly impacted students’ performance and participation. This impact may have important implications for implementing collaborative language learning in future EFL contexts.

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What is group dynamics?

Cited by 12 publications

References 13 publications

A multi-method exploratory study of health professional students’ experiences with compliance behaviours

A multi-method exploratory study of health professional students’ experiences with compliance behaviours

Group Size and Peer Learning: Peer Discussions in Different Group Size Influence Learning in a Biology Exercise Performed on a Tablet With Stylus

Friendship Group Activities: Voices from Chinese EFL Learners

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