Journal of Educational Practice and Research (Dec 2021)
Birds of a Feather Flock Together and Break Gold Together? - Cohesion Impacts of Group Members with Resemblance in Personality on Group Decision-Making and Groupthinks
Abstract
The present study sought to explore the relationships among group cohesion, groupthinks, and group decision-making in random groupings and groupings by personality type when proceeding with a specific cooperative learning activity. This study adopted a quasi-experimental design and collected 120 samples from two classes of undergraduate students of the Department of Business Administration. The students in the controlled class were randomly grouped. Those in the experimental class were divided into groups upon their similar personality traits. In both classes a group discussion activity was conducted and students reached a group decision. The results of the study are as follows: 1) decision-making outcomes of groups were better than those of individuals for both classes; both had high group cohesion and good group decision-making outcomes; 2) there was no significant relationship between group cohesion and group decision-making outcomes among random groupings; 3) group cohesion can predict group decision-making outcomes among groupings by personality type; groupthinks partially mediated the relationships between them; and 4) group members with both high levels of neuroticism and conscientiousness traits can also create high-efficiency and high-quality group decision-making outcomes. The results suggested that: 1) teachers may consider frequently switching different cooperative learning grouping strategies, and systematically recording the learning process of groups and individuals respectively so that teachers can solve problems for and provide assistance to students in an effective and timely manner in the process of cooperative learning, and improve student learning effectiveness; 2) the homogeneous groupings had strong group cohesion but they also had strong groupthink effects. In order to increase students’ willingness to share ideas, resources, and exert greater creativity, teachers may incorporate a variety of active teaching approaches, and arrange a few constructive conflicts to enhance positive cohesion,; 3) teachers may give students free reins to develop their ideas with different types of discussion topics, materials, and guidance upon the differences in the personality strengths and weaknesses of members between groups; and 4) teachers may adopt qualitative-descriptive peer evaluations to deepen group collaboration. The present study helps academia and industry better understand practical operations of how personality traits affect group decision-making, group cohesion, and groupthinks.
