Abstract
Reactions of students with four achievement styles based on combinations of the Achievement via Conformance and the Achievement via Independence scales of the CPI to small group learning experiences are explored as a function of group composition, achievement styles, and the demands of different tasks over time. Student reactions to working in homogeneous groups were largely positive; there were no differences due to achievement styles alone. Comparisons of reactions of students with the same achievement style in homogeneous and heterogeneous groups showed outcomes to be complex interactions between achievement styles, group composition, task, and time. Results were integrated with sociometric data from the perspective of students with different achievement styles.
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