This article presents theoretical and empirical support for the idea that past group experiences' can distort students' perceptions of current group work. We assigned students to positive and negative current group experiences. As expected, students in the positive current group condition were more satisfied with their group's process. However, current group experience had no effect on performance satisfaction or commitment to future group work. In comparison, past group experiences significantly influenced measures of process and performance satisfaction as well as commitment to future group work, Recommendations for reducing the effects of negative group experiences include having students talk about their past group experiences and providing students with strategies for creating effective group processes.
|Original language||English (US)|
|Number of pages||3|
|Journal||Teaching of Psychology|
|State||Published - 2003|
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