Title: Does attitude towards one's group impact student performance in a team-exam environment? A longitudinal analysis
Authors: Bruce A. Reinig; Ira Horowitz; Gerald E. Whittenburg
Addresses: Management Information Systems, College of Business Administration, San Diego State University, San Diego, CA 92182, USA. ' Management Information Systems, College of Business Administration, San Diego State University, San Diego, CA 92120, USA; Warrington College of Business, University of Florida, Gainesville, FL 32611, USA. ' Charles W. Lamden School of Accountancy, College of Business Administration, San Diego State University, San Diego, CA 92182, USA
Abstract: Although there is much debate in the management literature on whether job performance, attitudes, or both cause future job performance, relatively little research has explored this issue in the context of team exams. Using an ordered-logit model, we study whether student performance and attitudes towards group work and team exams impact future individual performance. Our results suggest that satisfaction with one's group does not translate into better individual performance. We also show that satisfaction with the learning method and perceptions of whether it enhances their interpersonal skills fails to significantly impact performance. We do demonstrate, however, that future scholastic performance can be modelled partially as a function of attitudes and prior performance. Finally, we discuss the implications for educators and practitioners.
Keywords: team exams; readiness assurance process; RAP; satisfaction; student performance; student attitudes; logit; future job performance; group work; individual performance; learning methods; interpersonal skills; accounting education; higher education.
International Journal of Applied Decision Sciences, 2012 Vol.5 No.1, pp.77 - 96
Available online: 16 Jan 2012 *Full-text access for editors Access for subscribers Purchase this article Comment on this article