Examining the relationships among collaborative learning, autonomy support, and student incivility in undergraduate classrooms

Jessica J Summers, David A. Bergin, James S. Cole

Research output: Contribution to journalArticle

13 Citations (Scopus)

Abstract

In response to the general perception among college faculty that student incivility is an increasing problem, we investigated ways in which collaborative learning and autonomy support are related to incivility. After collecting survey data from college faculty and their students, we conducted a path analysis to test the mediating effects of peer interaction for students' perception of autonomy support and incivility in different collaborative learning contexts. Results showed that student perceptions of autonomy support positively predicted instructor intolerance of incivility in classes that used formal and informal group work, with social learning acting as a significant mediator for formal groups only. Classroom community negatively predicted intolerance of incivility for informal groups. Suggestions for future research are discussed.

Original languageEnglish (US)
Pages (from-to)293-298
Number of pages6
JournalLearning and Individual Differences
Volume19
Issue number2
DOIs
StatePublished - Jun 2009

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autonomy
Learning
Students
classroom
learning
tolerance
formal group
student
informal group
path analysis
group work
social learning
instructor
interaction
community

Keywords

  • Autonomy support
  • Collaborative learning
  • Higher education
  • Incivility
  • Peer interaction

ASJC Scopus subject areas

  • Social Psychology
  • Developmental and Educational Psychology
  • Education

Cite this

Examining the relationships among collaborative learning, autonomy support, and student incivility in undergraduate classrooms. / Summers, Jessica J; Bergin, David A.; Cole, James S.

In: Learning and Individual Differences, Vol. 19, No. 2, 06.2009, p. 293-298.

Research output: Contribution to journalArticle

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