The Role of Psychological Capital in Collaborative Learning

• In Event: AERA Research in Progress Roundtable Session Three
  In Invited Roundtable: Research-in-Progress RT076 (Friday)

Abstract

This research explores the mechanism through which psychological capital influences collaborative learning and outcomes among middle school students in a class setting. 66 middle school students participated in a class collaborative activity with video recorded and completed Chinese psychological capital questionnaire. The project has completed data collection, and is currently in the statistical analyses stage, with some preliminary findings established. Preliminary findings are: (1) There is no significant correlation between psychological capital and individual overall collaborative engagement. (2) Groups identified as Medium-High psychological capital composition achieved significantly higher collaborative learning outcomes than Low-Medium-High psychological capital composition groups (p<0.01). (3) There is no significant difference in the overall collaborative engagement between Medium-High and Low-Medium-High psychological capital groups.

Author

• Yiting Chen, University of Pennsylvania