Competitive conflict regulation and informational dependence in peer learning
Type de référence
Date
2010Langue de la référence
AnglaisEntité(s) de recherche
Résumé
The present set of studies investigates the role of competitive conflict regulation and informational dependence in peer learning. Previous studies have shown that peer work on identical information produces not only confrontation of viewpoints but also competitive conflict regulation, the latter of which is detrimental for learning. Conversely, working on complementary information produces positive interactions but also informational dependence, and good quality information transmission is needed to foster learning. The present research shows that discussion aids (note-taking and access to the study materials during discussion), a variable related to the quality of informational input, moderated the relationship between information interdependence and learning. This moderation was mediated by competitive conflict regulation: Students who worked on identical information with discussion aids reported more competitive conflict regulation than those without discussion aids, which in turn reduced learning, a pattern that did not appear for students working on complementary information. Moreover, when students worked on complementary information, the good quality of information transmission elicited by discussion aids led to high levels of learning for all students. Contributions to research on resource interdependence, socio-cognitive conflict, and peer learning are discussed. Copyright © 2009 John Wiley & Sons, Ltd.Titre du périodique
European Journal of Social PsychologyMaison d’édition
John Wiley & SonsPays d'édition
Royaume-Unip-ISSN
0046-2772e-ISSN
1099-0992Volume / tome
40Fascicule
3Pagination
418-435URL permanente ORFEE
http://hdl.handle.net/20.500.12162/5531Autre(s) URL(s) permanente(s)
http://doi.org/10.1002/ejsp.631Document(s) associé(s) à la référence
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