Independent and Interdependent Self-Construals as Predictors of Group Work Engagement and Perceived Effectiveness in STEM

• In Event: AERA Poster Session Thursday 2:15pm
  In Poster Session: Emotion, Identity, and Social Contexts in Learning

Abstract

In this study, we investigated how cultural orientations of independence and interdependence influence students’ perceptions of group work (GW) effectiveness and engagement in STEM classrooms at a two-year Minority Serving Institution (MSI). Drawing on survey data, we found independent self-construal significantly predicts engagement and perceived GW effectiveness, mediated by self-efficacy and institutional belonging, while interdependent self-construal showed no significant direct effects. Group comparisons indicate minimal differences for first-generation and non-traditional age students, but distinct patterns emerged for recent immigrants, including a surprising negative relationship between belonging and engagement. Findings suggest that fostering independent motivation may enhance GW engagement, yet supporting interdependence remains critical to inclusivity. The study underscores the need to intentionally cultivate collaborative norms aligned with students’ cultural values.

Authors

• Katie Jacobson, University of Oregon

• Aleya Dhanji, Highline Community College

• Eric Baer, Highline Community College

• Matthew C. Graham, University of Oregon