Effectiveness Of Collaborative Activities Research Articles

Социально-психологические эффекты совместной деятельности детей старшего дошкольного возраста

Социально-психологические эффекты совместной деятельности детей старшего дошкольного возраста

Управління конфліктами та соціальними експектаціями в діяльності організацій

Обґрунтовано потребу активізації ролі ефективного управління конфліктами та соціальними експектаціями членів трудового колективу організації. Наголошено на істотній ролі конфлікту в регуляції діяльності колективу. Оглянуто психологічні причини та детермінанти виникнення міжособистісних, внутрішньогрупових та міжгрупових конфліктів в організації та їхні негативні наслідки. Зазначено низку конструктивних функцій конфліктів у діяльності організацій. Наведено стадії управлінської діагностики конфліктної ситуації. Приділено увагу аналізу суб'єктивного психологічного чинника організаційного конфлікту – опору нововведенням – у взаємозв'язку із психологічними станами особи працівника та методами вирішення конфлікту подолання опору змінам. Доведено, що результативність управлінського впливу значно залежить від соціальних позицій, які займають працівники, їх соціальних ролей в організації. З'ясовано, що неприйняття працівником визначеної для нього професійно-функціональної ролі, однаково як і відсутність її інтерналізації, спостерігаються коли за змістом та умовами реалізації ця роль не відповідає потребам і самооцінці особистості. Зазначено, що експектаційна невідповідність є однією з визначальних причин виникнення внутрішньоособистісного конфлікту. Охарактеризовано особливості негативних виявів неправильно обраної соціально-професійної ролі, зокрема синдрому "професійного вигорання". Визначено бажані управлінські впливи для подолання конфлікту. Наведено інструменти психологічної саморегуляції, яка є інтегративною властивістю особистості.

그림책을 활용한 협력활동이 유아의 자기조절력과 조망수용능력에 미치는 영향

Objective: This study aimed to examine the effects of collaborative activities by utilizing picture books in order to improve the self-regulation and perspective- taking abilities among four-year-olds. Methods: A total of 52 four-year-olds(control group 26, experimental group 26) attending two classes at D kindergarten located in B city participated in this study. Before and after the activities, all participants individually took a social perspective taking ability instrument and rated their self-regulation with a teacher. Data were analyzed by conducting ANCOVA in the way of setting pre-test scores as the covariate and post-test scores as the dependent variable. Results: First, the total and subarea of self-regulation in the experimental group was higher than the control group. Second, the cognitive and emotional perspective taking abilities in the experimental group were higher than the control group in all cares. Conclusion/Implications: The results of this study suggest that collaborative activities using picture books are effective in improving young children’s self- regulation and perspective-taking abilities.

Relational norms and collaborative activities: Roles in reducing opportunism in marketing channels

Reducing opportunism is a critical task to support channel performance and channel member satisfaction. Recent research into marketing channels focuses on the role of relational governance in curbing opportunism; this study advances this thesis by positing that relational governance encompasses both relational norms and collaborative activities (i.e., joint planning and joint problem solving). In turn, the current research investigates how these two aspects of relational governance independently and jointly check opportunism in marketing channels. The tests of the hypotheses involve 149 Chinese manufacturer–distributor relationships. The results show that relational norms have a negative effect on opportunism, but the effect of collaborative activities is contingent on the level of consistency between the relational norms and collaborative activities that mark the relationship. A low level of relational norms prompts joint planning to inhibit opportunism and joint problem solving to exacerbate it. However, a high level of relational norms reverses these effects: Joint planning fosters opportunism, and joint problem solving curbs it. Thus collaborative activities have different properties that need to be devised in accordance with relational norms if the goal is to reduce opportunism.

The States and Effects of Collaborative Activities by Residents Living in the Old Condominiums

The States and Effects of Collaborative Activities by Residents Living in the Old Condominiums

Effects of collaborative activities on group identity in virtual world

The purpose of this study was to analyze the effects of collaborative activities on group identity in a virtual world such as Second Life. To achieve this purpose, this study adopted events that promoted participants' interactions using tools inherent in Second Life. The interactive tools given to the control group in this study included ‘permissions to move, copy, edit’, ‘give item’, ‘chat’, and ‘send instant message’. In addition to these tools, special tools of ‘give item for praise’ and ‘pollster’ were given to the experimental group. The two groups were compared using scores of group identity, which has nine subcategories. The experimental group showed higher scores in five subcategories than the control group. Thus, we concluded that the use of tools for facilitating participants' interactions is effective for the formation of group identity.

Evaluating automatic group formation mechanisms to promote collaborative learning - a case study

Group work is an important resource that educators have in order to promote collaborative learning situations. In several domains it has been exploited as a valuable teaching strategy. In technical domains, such as logic programming, results on the effect of collaborative activities on learning remains still uncertain. In this sense, this paper intends to contribute with one main research questions: can an automatic group formation mechanism be able to form consistent and successful groups for learning activities? In order to answer this question, we have prepared an experiment with students from computer programming undergraduate course. Students were asked to work individually and in automatically formed pairs. Our conclusion is that group work can help and bring benefits to most learners. We demonstrate in this paper that automatic techniques can produce coherent results regarding group formation.

Learner Support to Foster Self-Explanation in the Context of Advanced Distributed Learning

Several studies suggest that group-oriented, collaborative activities can have a positive impact on individual learning. The effect of collaborative activities on learning appears to be the result of several underlying mechanisms. In this research we focus on a mechanism that has shown to be a powerful cognitive mechanism for learning, and which occurs quite naturally in peer learning situations: self-explanation. The question is whether we can design learner support tools that help learners to self-explain. If this kind of learner support helps to improve training and performance, it can be implemented in an ADL-environment, e.g. through the implementation of a ‘Learning Companion’. The results show that this is indeed possible: students who have been trained with a learner support tool designed to elicit self-explanations do better and are more efficient than students who were not trained with such a tool, even after the support has been taken away.