Role of face‐to‐face and computer‐mediated communication time in the cohesion and performance of mixed‐mode groups

Although the rapid development of information technology has led to the increasing use of computer‐mediated communication (CMC), few studies have examined the relational aspect of mixed‐mode groups that use both face‐to‐face (FTF) communication and CMC. A field study comprising 42 student groups was conducted to assess the relationships among communication time, cohesion, and performance in mixed‐mode groups. The findings suggest that time spent in FTF communication significantly predicted group social cohesion, but time spent in CMC did not. In contrast, group task cohesion was predicted by time spent in CMC but not by time spent in FTF communication. Time spent in CMC was also a strong predictor of group task performance. These results suggest that FTF communication contributes to the social aspect of mixed‐mode groups and that CMC is beneficial to their task‐related aspect. The findings of mediation analyses showed a significant indirect effect among time spent in FTF communication, group social cohesion, and group contextual performance. In other words, time spent in FTF communication had a positive effect on group social cohesion, which in turn positively affected group contextual performance. However, no mediating effect was found among time spent in CMC, group task cohesion, and group task performance. Theoretical and practical implications of these findings are discussed.     

Comparison of group cohesion,class participation,and exam performance in live and online classes

Though class participation and group cohesion have shown some potential to promote student performance in conventional classrooms, their efficacy has not yet been demonstrated in an online-class setting. Group cohesion, defined as member attraction to and self-identification with a group, is thought to promote positive interdependence and the success of the group’s members. The current study sought to determine if group cohesion is significantly affected by the change of course setting from a live classroom to an asynchronous online-hybrid class in which students met in person only for course exams and otherwise interacted with each other through an online discussion board. Because peer interaction appears vital for the development of cohesion, we examined the relationship between participation in class discussion and students’ self-reported group cohesion and exam performance. With one exception, course requirements and materials were identical between the two class sections: students in the online-hybrid course completed homework assignments, whereas students in the live section were simply encouraged to do the same. Despite the advantage conferred by mandatory homework assignments, the findings heavily favored the conventional live classroom with respect to exam performance and self-reported group cohesion. Participation in class discussion was high in both class sections. The results indicated that both student performance and group cohesion were significantly lower in the hybrid classes.     

The Effects of Computer Monitoring,Standards, and Rewards on Work Performance,Job Satisfaction,and Stress1

The effects of automated computer monitoring under different conditions of performance standards and reward were examined in two studies conducted in a simulated organization. In the first study, 37 computer operators were divided into six groups who worked for a 2-week period under different levels of performance standards. Individual keystrokes per hour and productive time was monitored by the computers for all of the groups (one group was a control group which was monitored but was unaware of the monitoring). Four of the six groups were assigned work standards, and performance against standards was also monitored for these four groups. Feedback reports on the monitored performance were available on demand at the individual consoles for those groups which were informed of the monitoring. The results showed that computer monitoring and feedback led to increased key rate compared to the control group which was not aware of monitoring. There was little effect of monitoring on work quality, satisfaction, and stress. In the second study, 24 operators worked for a 9-week period under various performance standards and rewards. Individual keystrokes per hour, productive time, and performance against standards were monitored by the computers for all workers. Feedback reports on performance against standards and rewards earned were available on demand at the individual consoles. The results revealed that the feedback from different combinations of standards and rewards had varying effects on performance, satisfaction, and stress. These effects, and the results from the first study, are discussed in terms of goal setting and expectancy theory.     

An Experimental Examination of the Cohesion-Performance Relationship in an Interactive Team Sport

Abstract

This study experimentally examined the cohesion-performance relationship. Undergraduate male volunteers were randomly assigned to 3-man basketball teams and teams were randomly assigned to receive either a cohesion-producing or a cohesion-reducing manipulation before competing. Level of cohesion and individual as well as team performance variables were assessed prior to and after each game. The manipulation successfully created teams higher and lower in cohesion. The results indicate that cohesion had a negligible impact on team performance. A stronger effect was found for the impact of performance on cohesion with winning teams having higher levels of cohesion than losing teams. These findings are consistent with previous literature and lend experimental support to the conclusion that performance has more impact on cohesion than cohesion has on performance.     

Influence of task demand characteristics on workload and performance

Two experiments are reported that examined the influence of variation in task demand on performance and workload. The first experiment considered how the manipulation of prior level of task demand affected subsequent workload and performance. The second experiment examined the effects on performance and workload of increments in the level of task demand. Results from the first study indicated that prior level of imposed task difficulty did affect response in a manner consistent with a scaling of workload in relation to previous task conditions. The second study demonstrated the primacy of absolute demand level over increments in that demand as influencing operator response. Overall, our results indicate that workload and performance are sensitive to multiple characteristics of the task and not instantaneous demand level alone. These findings are important in explaining why association and dissociation occur between task demand, operator efficiency, and perceived workload in differing performance contexts. The importance of these findings for the aviation psychologist in assessing pilot and operator workload is articulated.     

Personality in teams: Its relationship to social cohesion,task cohesion,and team performance

This study continued past research on the relationship between personality composition in teams and social cohesion and team performance (Barrick, Stewart, Neubert, & Mount, 1998). Results from the Barrick et al. sample (N = 50) were compared with data from two new samples, one comprising drilling teams in the US (N = 24), and the other comprising student teams in The Netherlands (N = 25). Furthermore, this study examined the relationship between personality composition and task cohesion, usually considered to be a stronger predictor of team performance than social cohesion. Results partly confirmed the relationships between personality composition, cohesion, and team performance that were found previously. Minimum levels of conscientiousness and agreeableness contributed positively to both task cohesion and team performance. High mean levels of extraversion and emotional stability contributed positively to social cohesion. Some results differed across the three samples, stressing the importance of task characteristics as a factor influencing relationships between team personality, team processes, and team performance. Although significant relationships were found between social cohesion, task cohesion, and performance, cohesion measures did not mediate relationships between personality composition and team performance.     

Effects of reinforcement on standardized test performance

The effects of two different motivational conditions upon standardized test performance were explored for two student populations. The first study involving 12 trainable retardates showed a significant increase in score on the Metropolitan Readiness Test given under reinforcement conditions when these results were compared with scores taken under standard testing conditions. In a second study, these same results were obtained with a group of 30 normal fourth-graders. An additional study was conducted to determine the effect of different experiences with token reinforcement procedures on test performance. It was found that a group of children with six weeks' exposure to reinforcement for daily academic performance scored higher under both conditions of test administration (standard and reinforcement) than a control group. However, in a single exposure to token reinforcement for correct performance on the Metropolitan Test, both the experimental group and its match control showed a parallel increase in test performance. These findings offer a procedure that yields a more representative assessment of a student's academic achievement than does testing under standard conditions.     

Employee attitudes,organizational performance,and qualitative factors underlying success

The first phase of this study investigated the relationship between aspects of organizational climate as assessed by a full consensus employee survey and a variety of organizational performance measures. Strong relationships were found for customer satisfaction, absenteeism, second level grievances, safety, and profits in the expected directions. Subsequent comparisons of the groups above or below one standard deviation from the mean score on an employee survey were completed to determine the extent of the differences suggested by the correlations. In the second phase of this study, a qualitative research project was conducted to determine those aspects of the organizational climate that were associated with the high scoring groups but not with either the average or low scoring groups. Strong evidence was found indicating that the presence of a caring, involved leader was the critical ingredient in the organization's success. The implications of these findings for organizational performance improvement efforts are discussed.     

A prospective multilevel examination of the relationship between cohesion and team performance in elite youth sport

The purpose of the current research was to (a) develop and establish the factor structure of the Czech and Slovak versions of the Youth Sport Environment Questionnaire (YSEQ; Eys, Loughead, Bray, & Carron, 2009) and (b) examine the relationship between team performance and cohesion with a sample of European elite youth sport teams. At time point one, with 352 elite youth athletes from 22 teams, support was obtained for a two factor structure underlying the YSEQ. Based on data collected at the second (N = 291) and third (N = 246) time points, multilevel analyses revealed that, when controlling for midseason cohesion, midseason team performance significantly and positively predicted task and social cohesion later in the season. Neither task nor social cohesion predicted team performance. In addition to adapting the YSEQ for use in a unique context, these findings reveal the nature of the cohesion-performance relationship in elite youth sport.     

Collective motivation beliefs of early adolescents working in small groups

This study examined collective efficacy, group cohesion, and group performance in 125 randomly assigned groups of older (mean age 13.45 years) and younger (mean age 11.41 years) early adolescents working on three cooperative tasks. Collective motivation significantly predicted performance, even after controlling for past performance and self-efficacy for the older but not the younger participants. For the older (but not the younger) participants, groups with high collective efficacy and group cohesion scored higher on performance tasks than groups with low collective efficacy and group cohesion. The results point to the emergence of collective motivation beliefs in early adolescence, consistent with theories of social and cognitive development. Implications for theory and suggestions for future research are discussed.     

Reflections on cohesion research with sport and exercise groups

The purpose of this article is to highlight cohesion research emanating from sport and exercise investigations. Across 3 sections, we detail how physical activity cohesion research converges with, and diverges from, mainstream literature in other areas (e.g., organizational psychology). In the first section, information pertaining to the definition, conceptualization, and measurement of cohesion in sport and exercise is provided and contrasted with recent reviews on these topics from organizational psychology. The second section provides an overview of recent studies conducted within the physical activity context to illustrate the diverse nature of cohesion research in this area. Specifically, the summary of sport literature highlights the associations of personal, social, and team factors to cohesion, in addition to drawing attention to its potential maladaptive effects. Exercise research is summarized via associations with personal, leadership, environmental, and group factors. Finally, in the third section, future suggestions are provided encouraging researchers to explore (a) the temporal dynamics of cohesion, (b) greater theoretical integration, (c) measurement issues, and (d) diverse populations of physical activity participants.     

Group Cohesion,Achievement Motivation,and Motivational Outcomes among Female College Students

Embedded in the theory of group cohesion and the expectancy-value model of achievement choice, the purpose of this study was to examine the predictive strengths of group cohesion on students’ motivation (expectancy-related beliefs and subjective task values) and motivational outcomes (exercise choice and class attendance) in college physical activity classes. Participants were 121 females enrolled in aerobics classes who completed questionnaires assessing group cohesion, motivational constructs, and exercise choice. Group cohesion constructs were significantly associated with motivation and motivational outcomes. These findings provide insight into how to design environments to promote motivation in physical activity classes.     

Cohesion and performance in groups: a meta-analytic clarification of construct relations

Previous meta-analytic examinations of group cohesion and performance have focused primarily on contextual factors. This study examined issues relevant to applied researchers by providing a more detailed analysis of the criterion domain. In addition, the authors reinvestigated the role of components of cohesion using more modern meta-analytic methods and in light of different types of performance criteria. The results of the authors' meta-analyses revealed stronger correlations between cohesion and performance when performance was defined as behavior (as opposed to outcome), when it was assessed with efficiency measures (as opposed to effectiveness measures), and as patterns of team workflow became more intensive. In addition, and in contrast to B. Mullen and C. Copper's (1994) meta-analysis, the 3 main components of cohesion were independently related to the various performance domains. Implications for organizations and future research on cohesion and performance are discussed.     

Reducing perceived social loafing in virtual teams: The effect of team feedback with guided reflexivity

The aim of this study was twofold. The first aim was to study the effect of an intervention combining team feedback and guided reflexivity on virtual teams' affective outcomes. The second was to examine the mediating role of perceived social loafing in this relationship. An experimental laboratory study was carried out with 54 teams randomly assigned to an experimental condition or a control condition. Results showed that this intervention had an effect on satisfaction with the result, but not on group cohesion and satisfaction with the team. Moreover, perceived social loafing fully mediated the effect of this intervention on group cohesion and partially mediated its effect on satisfaction with the team and the result.     

Self-evaluation as a moderating factor of strategy change in directed forgetting benefits

In list method directed forgetting, instructing people to forget a studied word list usually results in better recall for a newly studied list. Sahakyan and Delaney (2003) have suggested that these benefits are due to a change in encoding strategy that occurs between the study of the first list and the study of the second list. To investigate what might mediate such strategy change decisions, in two experiments we induced bothforget and remember participants to evaluate their memory performance on the two lists. In Experiment 1, they were asked to explicitly recall the items from the first list before studying the second list. In Experiment 2, after the study of the first list, the participants provided a rapid aggregate judgment of learning. Evaluation eliminated the differences between the forget and remember groups for the second list in both experiments, because the remember group achieved recall levels comparable to those for the forget group. The role of performance evaluation in mediating directed forgetting benefits is discussed.     

Participation in Group Goal Setting: Some Novel Findings and a Comprehensive Model as a New Ending to an Old Story

A new model of participation in group goal setting (PGGS) is presented. The model consists of (a) mediator variables (e.g. group cohesion, identification with the group, potency beliefs) that explain why PGGS might affect motivation and group performance, and (b) moderator variables that foster or hinder the development of these effects (e.g. group composition regarding fear of social rejection). Several assumptions of the model were tested in an experiment using a group brainstorming task. Challenging group goals (assigned or participatively set) improved group performance, promoted identification with the group, and improved the readiness for social compensation, but there was no overall effect of PGGS on group performance. However, as predicted, participation alleviated anxiety and groups of highly anxious persons showed enhanced performance due to PGGS. Interestingly, PGGS also decreased group cohesion and intrinsic motivation, probably due to the revelation of goal conflicts during group discussions. These findings suggest that current theories of goal setting and participation have to be extended in various ways.     

FACES III and the Kvebaek Family Sculpture Technique as Measures of Cohesion and Closeness

In a longitudinal study of psychosocial factors in children with recent onset of rheumatic disease (N = 72 ), it was hypothesized that FACES III cohesion sum scores would be correlated with family closeness as measured by the Kvebaek Family Sculpture Technique (KFST). A second aim was to examine how these instruments were associated with semi-structured interview assessments of child and family psychosocial function, and whether these associations were linear or curvilinear. FACES III cohesion sum scores and KFST family mean interpersonal distance were not correlated, whereas the cohesion sum scores were related to the mother-father distance on the KFST. Where associations with child and family psychosocial function were found, they were linear. The results support the usefulness of a distinction between cohesion as a family or group characteristic and dyadic closeness, especially between the parent figures. The need for further conceptual clarification and more thorough empirical validation procedures in this area is emphasized.     

Test of a Model Incorporating Stress,Strain, and Disintegration in the Cohesion-Performance Relation1

This study proposes that stress, strain, and group disintegration are important concepts in studying cohesion's relation to performance. Data were obtained from 9,013 U.S. Army soldiers (in the ranks of Private through Staff Sergeant) in 112 companies representing units in both the U.S. and Europe. Results showed that stress, strain, and disintegration added significant, albeit small amounts of variance to perceived individual and group combat performance. The cohesion component, team task support as opposed to peer emotional support, showed the strongest relation to perceived individual and group combat performance, and showed the strongest buffering and mediating effects on the relation of stress to perceived combat performance.