Rudeness and status effects during group problem solving: Do they bias evaluations and reduce the likelihood of correct solutions?

Ming Ming Chiu ^[1] ; Lawrence Khoo ^[2]
1. [1] Education University of Hong Kong
  
  Education University of Hong Kong
  
  RAE de Hong Kong (China)
2. [2] Chinese University of Hong Kong
  
  Chinese University of Hong Kong
  
  RAE de Hong Kong (China)
Localización: Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 3, 2003, págs. 506-523
Idioma: inglés
Enlaces
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Resumen
- Rudeness and status can affect group-problem-solving processes. Eighty high school students completed a questionnaire and were videotaped doing an algebra problem in groups of 4. A new statistical method for analyzing group processes was used to analyze predictors of agreement and solution score. As expected, the previous speaker's correctness predicted agreement. In successful groups, agreement was also affected positively by academic status and negatively by justifications. In unsuccessful groups, however, agreement was affected positively by recent agreements and negatively by recent rude actions. Solution score was predicted positively by academic grade and percentage of correct turns but negatively by rudeness. Thus, rudeness negatively biased agreement and made a correct solution less likely, but biases from academic status were relatively benign. (PsycINFO Database Record (c) 2016 APA, all rights reserved)