ArticleCBE life sciences education2022
Which Group Dynamics Matter: Social Predictors of Student Achievement in Team-Based Undergraduate Science Classrooms.
Article in CBE life sciences education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed.
- Life Science Students' Perceptions of Risk Associated with Social Metacognition.CBE life sciences education · 2026Article
- The Power of Peer Experiences: Shifts in Science Motivation and Impacts on Performance.CBE life sciences education · 2025Article
- A Multilevel Analysis of Associations Between Children's Coloured Progressive Matrices Performances and Self-Rated Personality: Class-Average and Class-Homogeneity Differences in Nonverbal Intelligence Matter.Journal of Intelligence · 2025Article
- Try Before You Buy: Are There Benefits to a Random Trial Period before Students Choose Their Collaborative Teams?CBE life sciences education · 2024Article
- Collaborative Two-Stage Exams Benefit Students in a Biology Laboratory Course.Journal of microbiology & biology education · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
While group work in undergraduate science education tends to have overall benefit, less is known about the specific peer-peer dynamics that optimize learning during group interaction. The current study used peer ratings and self-reported data from 436 students enrolled in team-based undergraduate science courses (biology or chemistry) to determine group dynamics that predicted both willingness to work with peers in the future and individual achievement in the course. Results show that greater personal connection and contributions predicted willingness to work with a group member (
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.