Worrying about what others think: A social-comparison concern intervention in small learning groups. (November 2014)

• Record Type: Journal Article
• Authors: Micari, Marina; Pazos, Pilar
• Is Part Of: Active learning in higher education. Volume 15:Number 3(2014:Nov.)
• Page Start: 249
• Page End: 262
• Publication Date: 2014-11
• Subjects: academic anxiety -- collaborative learning -- diversity -- higher education -- small-group learning -- social comparison -- STEM education; Active learning -- Periodicals; Education, Higher -- Periodicals; 378.17
• DOI: 10.1177/1469787414544874
• Languages: English
• ISSNs: 1469-7874

Abstract

Small-group learning has become commonplace in education at all levels. While it has been shown to have many benefits, previous research has demonstrated that it may not always work to the advantage of every student. One potential problem is that less-prepared students may feel anxious about participating, for fear of looking "dumb" in front of their peers. This study examines the impact of an intervention to reduce that sort of anxiety—termed social-comparison concern —in small learning groups at the university level. Over the course of an academic quarter (10 weeks), 144 students in 33 small learning groups participated in the study. Approximately one-third received an intervention designed to reduce social-comparison concern by modifying theories of intelligence and attributions for failure. One-third received a study-skills intervention, and the remaining third received no extra resources. The findings suggest that the intervention was successful and that instructors may want to infuse small-group work with discussion of the malleable nature of intelligence and of the reasons for academic success and failure.