The Importance and Invasiveness of Student Team Selection Criteria

Abstract

The type of information that students desire to know about prospective team members and the degree to which the behaviors covered by that information had affected satisfaction in previous classroom team experiences were examined. Communication skills, achievement orientation, and dependability explained a large proportion of the variance in overall satisfaction with a team member. Surprisingly, a number of items that could be considered both task relevant and relatively public knowledge were seen as invasive. The results provide a framework for allowing students to choose team members that will result in more cohesive teams and more satisfying classroom experiences.

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