Attributions Made By Students In Learning Groups

Abstract

Student groups are widely used for major projects in the business capstone course. Increasingly, students are expressing difficulties with such groups primarily involving arrangements for meet-ings outside of class and group relationships. This preliminary research explored social loafing and the attributions made by students about its causes. It was widespread, but just talking about social loafing improved the group’s reaction to it. Satisfaction with the group experience was not adversely affected by the presence of social loafing in groups.