The Role of Self-Perception in Predicting the Performance of Graduate-Level Cooperative Groups in Research Methodology Courses

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The Role of Self-Perception in Predicting the
Performance of Graduate-Level Cooperative Groups in
Research Methodology Courses
Denise A. DaRos-Voseles                                             Kathleen M
				
DOCUMENT INFO
Description: This article examines the role that self-perception plays in predicting academic performance of cooperative learning groups in graduate-level research methodology courses. A total of 29 groups (n = 102 students) are examined. A series of multiple regression analyses reveals that the groups attaining the lowest scores on the article critique assignment, the major requirement of the methodology course, tended to report the lowest levels of perceived job competence and perceived self-worth, the highest levels of perceived creativity, the greatest variation with respect to perceived scholastic competence and perceived humor, and the least variation with respect to perceived social acceptability. These six variables have explained 75.8% (adjusted R^sup 2^ = 69.2%) of the variation in article critique scores, which indicate an extremely large effect size. Thus, self-perception appears to be a very powerful predictor of performance of cooperative learning groups involving graduate students. [PUBLICATION ABSTRACT]
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