대학생 TBL·PBL 학습 과정에서 팀 내 과업 갈등이 집단효능감에 미치는 영향 연구

Abstract

Objectives This study utilized a multilevel approach to investigate the influence of task and relationship conflicts among college team members on collective efficacy during university TBL and PBL classes.
 Methods Over a span of 10 weeks, a total of 176 students were organized into 25 teams participating in a uni-versity calculus mathematics course, which was conducted using TBL and PBL methodologies. At the conclusion of the course, a survey was administered. The study employed a cross-level interaction analysis with random slope models.
 Results The study revealed a significant cross-level moderation effect in the relationship between individual-level task conflict and collective efficacy moderated by team-level relationship conflict. In teams characterized by high relationship conflict, there was a positive correlation between team members' task conflict and collective efficacy. Conversely, in teams with low relationship conflict, team members' task conflict had little impact on collective efficacy. Relationship conflict negatively and significantly affected collective efficacy at both individual and team levels.
 Conclusions This study empirically demonstrated that the influence of team members' task conflict on collective efficacy varies depending on the level of team relationship conflict. This underscores the importance of effective communication during periods of relationship conflict in teams. The study discusses implications for TBL and PBL for both scholars and practitioners.