Because We Trusted Each Other: An Adjustment of Attribution Theory in the Light of Group-Work Assignments

• In Event: 75.018 - Motivation and Learning in Groups

Abstract

This paper presents an integrative, theoretical framework for the examination of attributions of real-life group assignment. Compared to solo learning activities, a group context represents a far more complex social setting with unique implications for the locus and controllability dimensions. Attributions in a group context can be internal to the individual (I) or internal to the entire group (we) respectively attributions may be identified externally to other group members (they - excluding the individual) or externally to aspects beyond the whole group (other). Findings from survey data highlight the value and richness of the modified attribution framework for gaining a more fine-grained access to students’ attributions in the context of natural, collaborative learning activities.

Authors

• Marold S. Wosnitza, RWTH Aachen University

• Karen Zschocke

• Kerstin Helker, RWTH Aachen University