Journal article

The effects of cooperative learning, cohesion, and commitment on team performance

Dissertation Abstracts International Section A: Humanities and Social Sciences, vol. 61, issue 11-A (2001) Published by ProQuest Information & Learning

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Abstract

A large body of research has established that work teams contribute to organizational performance. However, in actual practice, not all teams succeed. Given that teams, by definition, engage in joint effort, it follows that increasing team knowledge, through a joint effort-that is, cooperative learning activities-will lead to higher levels of team performance. Several factors were identified as having the potential to positively impact team performance through cooperative learning. Both task and interpersonal group cohesion were hypothesized to have a direct and mediated effect on performance, although task cohesion would have a greater effect on performance than would interpersonal cohesion. Organizational commitment and goal clarity were also hypothesized to have direct and mediated effects on performance. Finally, organizational commitment and goal clarity were hypothesized to moderate the relationship between cohesion and cooperative learning. Survey data from teams of information technology workers supported the direct effects of task and interpersonal cohesion, affective commitment, and goal clarity on work outcomes, though not on cycle time. The strongest influence on work outcomes was goal clarity. Few of the more complex relationships were supported. (PsycINFO Database Record (c) 2016 APA, all rights reserved)

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Authors

  • Kristin O Prien

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