Individual or Collaborative Projects? Considerations Influencing the Preferences of Students with High Reasoning Ability and Others Their Age

Autor/inn/en	Kanevsky, Lannie; Lo, C. Owen; Marghelis, Vicky
Titel	Individual or Collaborative Projects? Considerations Influencing the Preferences of Students with High Reasoning Ability and Others Their Age
Quelle	In: High Ability Studies, 33 (2022) 1, S.87-119 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kanevsky, Lannie) ORCID (Lo, C. Owen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2021.1903842
Schlagwörter	Middle School Students; Cognitive Tests; Preferences; Thinking Skills; High Achievement; Gender Differences; Age Differences; Group Activities; Individual Activities; Outcomes of Education; Cognitive Ability; Foreign Countries; Context Effect; Canada; Cognitive Abilities Test + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Kognitiver Fähigkeitstest; Denkfähigkeit; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Gruppenaktivität; Individual work; Einzelarbeit; Lernleistung; Schulerfolg; Ausland; Kanada
Abstract	Conditions influencing 328 students' (Grades 6-8) preferences for collaborating or working alone on challenging projects were investigated, as well as their potential interactions with ability, grade and sex. Each student completed the Cognitive Abilities Test (Form 7) and Project Context Survey. No overall preference for individual or collaborative projects was found. Students' preferences were sensitive to features of the context (subject, nature of the task and social dynamics). Individual projects were preferred in art and shared projects in science and social studies. Students with high ability and boys preferred individual projects in Math. Principal components analyses revealed three contextual considerations influenced students' desire to work on projects alone (enjoyment, optimizing the outcome, and risk management) and five influenced the appeal of collaborating (inclusiveness and trust, access to the strengths of others, their perceived need for support, familiarity, and fair assessment). High ability students were more concerned with the efficiency and quality of their work, and their grades while others their age were more influenced by the potential for fun. Grade 8 students were more concerned with risk management and the assessment process than younger students. If the safe, supportive, fair conditions they sought for collaborating were not available, students' default preference was to work alone on a challenging project. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01