Skip to main content
SpringerLink
Log in

Effects of Perceived Social Loafing, Social Interdependence, and Group Affective Tone on Students’ Group Learning Performance

  • Regular Article
  • Published:
The Asia-Pacific Education Researcher Aims and scope Submit manuscript

Abstract

This study investigates how students perceived social loafing and social interdependence influence group learning performance through group affective tone in undergraduate hospitality and tourism curricula. A questionnaire survey was administered to collect data from college students majoring hospitality and tourism management at four Taiwanese universities. Of 660 distributed questionnaires, 634 questionnaires were returned, accounted for a 96 % response rate. To justify the aggregated individual data to the group level, this study used the within-group inter-rater agreement (r wg) to assess and determine 123 valid learning groups for data analysis. The analytical results show that group affective tone significantly mediates the effect of social loafing and social interdependence on group productivity, but not on group final grades. Specific implications and suggestions are also discussed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

References

  • Aggarwal, P., & O’Brien, C. L. (2008). Social loafing on group projects: Structural antecedents and effect on student satisfaction. Journal of Marketing Education, 30(3), 255–264.

    Article  Google Scholar 

  • Allen, K., Bergin, R., & Pickar, K. (2004). Exploring trust, group satisfaction, and performance in geographically dispersed and co-located university technology commercialization teams. In Proceedings of the NCIIA 8th Annual Meeting: Education that Works, March 18–20, 2004.

  • Anderson, J. C., & Gerbing, D. W. (1988). Structural equation modeling in practice: A review and recommended two-step approach. Psychological Bulletin, 103(3), 411–423.

    Article  Google Scholar 

  • Ashkanasy, N. M. (2003). Emotions in organizations: A multi-level perspective. Multi-Level Issues in Organization Behaviors and Strategy, 2, 9–54.

    Article  Google Scholar 

  • Bagozzi, R. P., & Yi, Y. (1988). On the evaluation of structural equation models. The Academy of Marketing Science, 16(1), 744–794.

    Article  Google Scholar 

  • Barsade, S. G. (2002). The ripple effect: Emotional contagion and its influence on group behavior. Administrative Science Quarterly, 47, 644–675.

    Article  Google Scholar 

  • Bartel, C. A., & Saavedra, R. (2000). The collective construction of work group moods. Administrative Science Quarterly, 45(2), 197–231.

    Article  Google Scholar 

  • Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606.

    Article  Google Scholar 

  • Bowling, N. A., Beehr, T. A., Wagner, S. H., & Libkuman, T. M. (2005). Adaptation-Level theory, opponent process theory, and dispositions: An integrated approach to the stability of job satisfaction. Journal of Applied Psychology, 90(6), 1044–1053.

    Article  Google Scholar 

  • Chen, C. T., Chen, C. F., Hu, J. L., & Wang, C. C. (2013). A study on the influence of self-concept, social support and academic achievement on occupational choice intention. Asia-Pacific Education Researcher. doi:10.1007/s40299-013-0153-2.

  • Chen, X., Lam, S. S. K., Naumann, S. E., & Schaubroeck, J. (2005). Group citizenship behavior: Conceptualization and preliminary tests of its antecedents and consequences. Management and Organization Review, 1, 273–300.

    Article  Google Scholar 

  • Comer, D. R. (1995). A model of social loafing in real work groups. Human Relations, 48(6), 647–667.

    Article  Google Scholar 

  • Dick, R. V., Tissington, P. A., & Hertel, G. (2009). Do many hands male light work? How to overcome social loafing and gain motivation in work teams. European Business Review, 21(3), 233–245.

    Article  Google Scholar 

  • Dommeyer, C. J. (2007). Using the diary method to deal with social loafers on the group project: Its effects on peer evaluations, group behavior, and attitudes. Journal of Marketing Education, 29, 175–188.

    Article  Google Scholar 

  • Felps, W., Mitchell, T. R., & Byington, E. (2006). How, when, and why bad apples spoil the barrel: Negative group members and dysfunctional groups. Research in Organization Behaviors, 27, 175–222.

    Article  Google Scholar 

  • Ferrari, J. R., & Psychyl, T. A. (2012). “If I wait, my partner will do it:” The role of conscientiousness as a mediator in the relation of academic procrastination and perceived social loafing. North American Journal of Psychology, 14(1), 13–24.

    Google Scholar 

  • George, J. M. (1990). Personality, affect, and behavior in groups. Journal of Applied Psychology, 75(2), 107–116.

    Article  Google Scholar 

  • George, J. M. (1992). Extrinsic and intrinsic origins of perceived social loafing in organizations. The Academy of Management Journal, 35(1), 191–202.

    Article  Google Scholar 

  • George, J. M. (1995). Leader positive mood and group performance. The case of customer service. Journal of Applied Social Psychology, 25(9), 778–794.

    Article  Google Scholar 

  • George, J. M. (1996). Group affective tone. In West, M. A. (Ed.), Handbook of work group psychology (pp. 77–93). Wiley.

  • Gerdy, K. B. (1998). If Socrates only knew: Expanding law class discourse. Chicago, IL, USA: Law School Computing.

    Google Scholar 

  • Gillies, R. M., & Ashman, A. F. (Eds.). (2003). Cooperative learning: The social and intellectual outcomes of learning in groups. London: Routledge Falmer.

    Google Scholar 

  • Grawitch, M. J., Munz, D. C., & Kramer, T. J. (2003). Effects of member mood states on creative performance in temporary workgroups. Group Dynamics: Theory, Research, and Practice, 7, 41–54.

    Article  Google Scholar 

  • Guzzo, R. A., & Shea, G. P. (1992). Group performance and intergroup relations in organizations. In M. D. Dunnette & L. M. Hough (Eds.), Handbook of industrial and organizational psychology (pp. 269–313). CA: Consulting Psychologists Press.

    Google Scholar 

  • Hair, J., Black, B., Babin, B., Anderson, R., & Tatham, R. (2006). Multivariate data analysis (6th ed.). Upper Saddle River, NJ: Prentice-Hall.

    Google Scholar 

  • Hassanien, A. (2006). Student experience of group work and group assessment in higher education. Journal of Teaching in Travel & Tourism, 6(1), 17–39.

    Article  Google Scholar 

  • James, L. R., Demaree, R. G., & Wolf, G. (1984). Estimating within-group interrater reliability with and without response bias. Journal of Applied Psychology, 69(1), 85–98.

    Article  Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book.

    Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (1998). Cooperative learning, values, and culturally plural classrooms. London: Cassell, PLC.

    Google Scholar 

  • Johnson, D. W., & Johnson, F. P. (2000). Joining together: Group theory and group skills. Boston: Allyn and Bacon.

    Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (2008). Social interdependence theory and cooperative learning: The teacher’s role. In R. M. Gillies, A. F. Ashman, & J. Terwel (Eds.), The Teacher’s Role in Implementing Cooperative Learning in the Classroom (pp. 9–37). New York: Springer Science + Business Media LLC.

    Chapter  Google Scholar 

  • Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365–379.

    Article  Google Scholar 

  • Johnson, D. W., Johnson, R. T., & Holubec, E. (1998). Cooperation in the classroom. Edina, MN: Interaction Book.

    Google Scholar 

  • Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative learning: Increasing college faculty instructional productivity. ASHE-ERIC Higher Education Report No. 4. School of Education and Human Development, George Washington University, Washington, DC.

  • Judge, T. A., & Larsen, R. J. (2001). Dispositional affect and job satisfaction: A review and theoretical extension. Organizational Behavior and Human Decision Processes, 86(1), 67–98.

    Article  Google Scholar 

  • Karau, S. J., & Williams, K. D. (1993). Social loafing: A meta-analytic review and theoretical integration. Journal of Personality and Social Psychology, 65(4), 681–706.

    Article  Google Scholar 

  • Kidwell, R. E., Mossholder, K. W., & Bennett, N. (1997). Cohesiveness and organizational citizenship behavior: A multilevel analysis using work group and individuals. Journal of Management, 23(6), 775–793.

    Article  Google Scholar 

  • King, R. B., & Ganotice, F. A. (2013). The social underpinnings of motivation and achievement: Investigating the role of parents, teachers, and peers on academic outcomes. Asia-Pacific Education Researcher. doi:10.1007/s40299-013-0148-z.

  • Klein, K. J., & Kozlowski, S. W. J. (2000). From micro to meso: Critical steps in conceptualizing and conducting multilevel research. Organizational Research Methods, 3(3), 211–236.

    Article  Google Scholar 

  • Liden, R., Wayne, S., Jaworski, R., & Bennet, N. (2004). Social loafing: A field investigation. Journal of Management, 30(2), 285–304.

    Article  Google Scholar 

  • Lu, J., Yu, C. S., & Liu, C. (2003). Learning style, learning patterns, and learning performance in a WebCT-based MIS course. Information & Management, 40, 497–507.

    Article  Google Scholar 

  • Mason, C. M., & Griffin, M. A. (2003). Group task satisfaction: The group’s shared attitudes to its task and work environment. Group and Organization Management, 30(6), 625–652.

    Article  Google Scholar 

  • Mefoh, P. C., & Nwanosike, C. L. (2012). Effects of group size and expectancy of reward on social loafing. IFE Psychologia, 20(1), 229–240.

    Google Scholar 

  • Mudrack, P. E. (1989). Defining group cohesiveness: A legacy of confusion? Small Group Research, 20(1), 37–49.

    Article  Google Scholar 

  • Njie, B., Asimiran, S., & Basri, R. (2013). An exploratory study of the free riding debacle in a Malaysian university: Students’ perspectives. Asia-Pacific Education Researcher, 22(3), 257–262.

    Article  Google Scholar 

  • Podsakoff, P. M., & Organ, D. W. (1986). Self-reports in organizational research—Problems and prospects. Journal of Management, 12(4), 531–544.

    Article  Google Scholar 

  • Preacher, K. J., & Leonardelli, G. J. (2010). Calculation for the Sobel test: An interactive calculation tool for mediation tests. Retrieved from http://www.people.ku.edu/~preacher/sobel/sobel.htm.

  • Rutte, C. G. (2003). Social loafing in teams. In M. A. West, D. Tjosvold, & K. G. Smith (Eds.), International handbook of organizational teamwork and cooperative working (pp. 361–378). Chichester: Wiley.

    Google Scholar 

  • Schnake, M. (1991). Equity in effort: The “sucker effect” in co-acting groups. Journal of Management, 17, 41–56.

    Article  Google Scholar 

  • Schneider, B. (1987). The people make the place. Personnel Psychology, 40, 437–454.

    Article  Google Scholar 

  • Staples, D. S., & Webster, J. (2008). Exploring the effects of trust, task interdependence and virtualness on knowledge sharing in teams. Information Systems Journal, 18(6), 617–640.

    Article  Google Scholar 

  • Tarricone, P., & Luca, J. (2002). Employees, teamwork and social interdependence—a formula for successful business? Team Performance Management: An International Journal, 8(3/4), 54–59.

    Article  Google Scholar 

  • Tsai, W. C., & Chi, N. W. (2008). Exploring antecedents, boundaries, and individual-level consequences of group affective tone. Organization and Management, 1(1), 1–37.

    Google Scholar 

  • Watson, D., Clark, L., & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scale. Journal of Personality and Social Psychology, 54(6), 1063–1070.

    Article  Google Scholar 

  • Weiss, H. M., & Cropanzano, R. (1996). Affective events theory: A theoretical discussion of the structure, causes and consequences of affective experiences at work. Research in Organizational Behavior, 18, 1–74.

    Google Scholar 

  • West, M. A., Hirst, G., Richter, A., & Shipton, H. (2004). Twelve steps to heaven: successfully managing change through developing innovative teams. European Journal of Work and Organizational Psychology, 13(2), 269–299.

    Article  Google Scholar 

  • Williams, D. L., Beard, J. D., & Rymer, J. (1991). Team projects: Achieving their full potential. Journal of Marketing Education, 13, 45–53.

    Article  Google Scholar 

  • Williams, K. D., & Karau, S. J. (1991). Social loafing and social compensation: The effects of expectations of co-worker performance. Journal of Personality and Social Psychology, 61(4), 570–581.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Restaurant, Hotel, and Institutional Management, Fu-Jen Catholic University, 510 Chung Cheng Rd., Hsinchuang Dist., New Taipei City, 24205, Taiwan

    Chih-Ching Teng & Yu-Ping Luo

Authors
  1. Chih-Ching Teng
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Yu-Ping Luo
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Chih-Ching Teng.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Teng, CC., Luo, YP. Effects of Perceived Social Loafing, Social Interdependence, and Group Affective Tone on Students’ Group Learning Performance. Asia-Pacific Edu Res 24, 259–269 (2015). https://doi.org/10.1007/s40299-014-0177-2

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40299-014-0177-2

Keywords

Search

Navigation