This paper is a part of an experimental approach of interpersonal cooperative behaviour in resolutivecognitive activity. 247 subjects participated to the experiment. In the first stage they were trained to work efficiently in cooperative activities. In the second stage they worked to a cognitive task by in-group cooperation.
This paper is a part of an experimental approach of interpersonal cooperative behaviour in resolutivecognitive activity. 247 subjects participated to the experiment. In the first stage they were trained to work efficiently in cooperative activities. In the second stage they worked to a cognitive task by in-group cooperation.
This paper is a part of an experimental approach of interpersonal cooperative behaviour in resolutivecognitive activity. 247 subjects participated to the experiment. In the first stage they were trained to work efficiently in cooperative activities. In the second stage they worked to a cognitive task by in-group cooperation.
Determinative factors of interpersonal cooperative behaviour Cristina Corina Benea Universitatea Dunrea de Jos Galai E-mail: corina.stir@yahoo.com Abstract This paper is a part of an experimental approach of interpersonal cooperative behaviour in resolutive- cognitive activity. 247 subjects participated to the experiment. In the first stage they were trained to work efficiently in cooperative activities. In the second stage they worked to a cognitive task by in-group cooperation. The research hypothesis has aimed at evincing the specificity of this type of behaviour, by identifying psychological internal variables which can influence cooperative behaviours of the subjects in resolutive activities. These certain internal factors are able to adequately explain the manifest aspects of interpersonal cooperation. Keywords: in-group cooperation, interpersonal behaviour, cognitive task, internal variable, factor. Experimental hypothesis People have a specific behavioral pattern in dependence on they react to the social influences in different situations. The persons which are characterized by an interpersonal interaction style adopt a typical actional strategy which depend and can be influence by individual and in-group values induse them by socialization and adapted it to the nature of activity to where they work (Kagan, 1984, in Chelcea, 1990). Interpersonal relational style is such of behavioral pattern. Cooperativity, as central dimension of cooperative interpersonal style is a personality trait, a personal construct, an individual over-situational characteristic which influences the atitudes and interpersonal behaviour in different situations and activities (Cohen, 1982, in Chelcea, 1990). A cooperative person is characterized by orientation to interpersonal relationships, flexible behaviour, empathy, care for others interests. The subjects options for cooperation or competition depend on the following variables: internal motivation, the cultural specific character of ingroup, personal and social system of values, personality traits, personal goals and type of interdependence (positive or negative) of means and goals (Raven, 1963; Cosier & Dalton, 1988 in Chelcea, 1990). In a meta-analyse study, Johnson and colab. (1981) found that citizenship behaviour has a positive effect to cooperation and citizenship behaviour is strongly related to the values of cooperation (Smith, Organ&Near, 1983, pp. 653). The citizenship behaviour, which is similar helping orientation, is characterized the participants to cooperative learning situations (Deutsch, 1985; Johnson&Johnson, 1983). This dispositional trait explain why individuals work better in cooperative than competitional situations. R. Cosier and D. Dalton (1988) demonstrated that the subjects who have strongly citizenship values obtain better performances and have more satisfaction in cooperative than 2 Cristina Corina Benea
competitive conditions. The helping orientation interacts with cooperation-competition variable, cooperation influences and is induced by helping orientation (Deutsch, 1985). In this study we only refer to some of motivational variables which are related to the behaviour of cooperation, like personal values specific to (professional) activities and interdependence- independence dimension. Values are directional orientations, motivational variables of personality which represent needs, atitudes and individual preferences, induced by socialization. Values have a central position in self/Ego structure (Rocheach, 1973, in Chelcea, 1994). Values have explanatory role for subjects behaviours in cooperation or competition group conditions, in interaction with social and personality variables (Johnson& Johnson, 1989, 1983). Predominant individual orientations to collaborative or competitive activities can be explained by the fact that subjects organize values in hierarchical system and assign them different significations. In this study, were examined that values which refer to the ways in which participants related to the different specific aspects of activities. These values were measured with Super Professional Values Inventory (IVP), adapted by S. Chelcea on Work Inventory Values (D. E. Super, 1970). It was measured 13 professional values; were excluded two values who dont relate to cooperation and competition (esthetic value, physical environment). We consider that, in generally, these values are available and representative for other human activities too than professional activities. Like values, interdependence and independence are self dimensions, motivational traits of personality. Independence indicates the aspects of individuality of the person, the predominant orientation to her goals unlike interdependence which indicates the need for interaction with others, to establish social and interpersonal relationships. Persons with strong interdependent self structure are easily involve in social activities, establish optimal interpersonal relationships and flexible adapt to the diversity of social situations (Leung, 1985, apud L. Iacob, A. Ra, 2002, pp. 64). Independence and interdependence of self concept influence the subjects behaviour in cooperative group activities (Oetzel, 2001). Interdependence and independence were measured with Self-Construals Inventory, elaborated by Singelis (1994). Starting by the results of these studies we propose to demonstrate the existence of internal variables which can sistematicaly influence the subjects behaviours in situations of interpersonal cooperation. Identification the psychological nature of these latent variables can facilitate the understanding of the different ways of interpersonal interaction of the subjects when they work ingroup activities by cooperation or by competition These internal variables (factors) can explain why some subjects work better in a cooperative situation than in a competitional situation and conversly. These internal factors in interaction with situationale variables can be responsable by the behaviour and the performance of the subjects in resolutive in-group activities by cooperation or competition. So, we predict that the values provocate by this type of situation (interpersonal cooperation) toghether with motivational self dimensions can be cristalized like dispositions, propensities or personality factors. Method Subjects The experiment has been conducted on 102 students subjects between the ages of 19 to 30 years, with a mean age of 20,9 years and a standard deviation of 3,65 years.
Determinative factors of interpersonal cooperative behaviour 3
Procedure In the preexperimental stage, the subjetcs have been worked in cooperative groups. A basic element for optimal functioning of cooperative groups is teaching participants the required interpersonal and small group skills (Johnson and Johnson, 1995). Cooperative work is inherently more complex than competitive or individualistic activity because subjects have to engage simultaneously in task work and teamwork (functioning effectively as a group). Because social skills for effective cooperative work do not momentary appear, we focused on the acquisition and developing of interpersonal relation and group work abilities, which are absolutely necessary for the participants, such as: abilities of leadership, decision-making, organizing and leading activities, taking specific roles in task solving process, offering mutual support in solving task, individual and group accountability for achieving its goals and for contributing each participant to the work, trust-building, direct and efficient communication and conflict-management skills empower students to manage both teamwork and taskwork successfully. Since cooperation and conflict are inherently related, the procedures and skills for managing conflicts constructively are especially important for the long-term success of working groups. In the preexperimental stage, for 12 weeks, the members of cooperative groups have been trained in activities based on group colaboration focused on acquiring and developing a minimum level of cooperation competence necessary to perform in different in-group activities. We used a set of procedures and strategies for teaching students interpersonal and small group skills (Johnson, 1991, 1993; Johnson and Johnson, 1994). All along the preparation stage the functioning of the groups involved in cooperative situation were constantly monitorized and provided to the participants the feed-back for the efficiently achievement of the tasks. In the experimental stage, subjects from cooperative groups have been randomly divided in subgroups of 3 members. In establishing the size of the groups, we take into consideration the results of the studies on cooperative learning which indicated that the optimal size of groups for perform in collective activities is 2-5 members. The cooperative character of the situation in experimental conditions was induced both through subjects instructing and the reward and penalization system used in assessment their activity. In the cooperative groups, the members must solve the same task with a joint effort of interindividual colaboration in group. In instructing it was specified that in the end, each member of the subgroup will obtain the same result of the whole group. It was induced the idea that every participant must contribute to obtaining the best result for his group, himself being evaluated through the grade awarded to the subgroup. For facilitate assess the individual contributions of each member to the common group activity, the working sheets been signed. To exclud possibility of intervention an effect of intergroup competiton, told subjects that the subgroups do not compete one against the other, two or more subgroups being able to get the same grade. It created the positive interdependence of purposes and rewards of the members of the groups which are the basic condition for cooperation activity. The task The in-group cooperation activity is advised in complex problems solving with multiple alternatives which involve superior comprehension and analitical thinking strategies. This kind of common group task which is base on divergent thinking or creativity is more favorable for interpersonal cooperation than the task with only one alternative of solving. In this experiment, the task was composed by cognitive problems with verbal, numerical and figurative items. The task have 40 items and the request for subjects was to correctly solving the task by cooperation or competiton with their group parteners. The performance in problem solving task measured by the total score of correctly solved items. For each correct item the subjets got a point. In cooperative groups, after the discussions concerning the ways of solving the task, the subjects wrote the answers in their individual working sheets. There was no limit of time in solving task process, this aspect otherwise imposed by the cooperation activity, which compared with other 4 Cristina Corina Benea
form of activities require more time for activity in groups, time for discuss the possible alternatives, analysing logical criteria, comparing and confronting the different points of view, discuss how well they are achieving their goals and maintaining effective working relationships. In post experimental stage has been applied to subjects the Singelis Inventory and IVP Super. Results The factors were extracted by exploratory factor analysis of principal components. First we verified if factor analysis is adecquate for the sample by KMO method (t=0.751) and Barlett test of sphericity (Chi-square (91) = 700.68.19, p< .001). The intercorelation matrix indicate that independence variable do not significant corelate with no other variables. Independence has a lower communality (c=0.30), so it was excluded from factor analysis. In table 1 is presented degrees of variables communality after excluding independence variable.
Table 1. The communality of variables Variable Iniial Comunality Alt 1.000 0.740 Si 1.000 0.676 Rp 1.000 0.460 Ip 1.000 0.366 Pr 1.000 0.695 Co 1.000 0.621 Sp 1.000 0.643 Rs 1.000 0.626 Rc 1.000 0.667 Mv 1.000 0.970 Va 1.000 0.651 Cr 1.000 0.691 Ae 1.000 0.969 Int 1.000 0.738
For extraction of the factors it was used the Kaiser criterion. Were extracted five eigenvalues which explain together 68 % from total variance (table 2). Unrotated factor matrix is presented in table 3. Table 2. Total variance explained Initial Eigenvalues Extraction Sums of Squared Loadings Rotation Sums of Squared Loadings
Than, for simplify the factorial structure, the factors were rotated. Rotation Method was Varimax with Kaiser Normalization. Rotated factor matrix is presented in table 4. Table 4. Rotated factor matrix Component Variable 1 2 3 4 5 Alt -8.976E-02 -1.476E-02 5.726E-02 .853 -2.677E-02 Si .196 .123 .718 .246 -.217 Rp .491 .196 .248 .309 -.147 Ip .219 .220 -3.527E-02 -9.209E-02 -.509 Pr .798 .186 9.476E-02 -.105 6.637E-02 Co .416 3.217E-02 .144 .447 .476 Sp .772 -.131 .154 -7.552E-02 -1.392E-02 Rs .579 .299 -.108 .224 .373 Rc 4.629E-02 -9.981E-02 .149 .795 -1.777E-02 Mv .107 .972 3.017E-02 -4.288E-02 .107 Va -9.928E-02 -5.696E-02 .767 .170 .144 Cr .299 4.440E-03 .767 -8.268E-02 8.427E-02 Ae 7.508E-02 .974 2.078E-02 -6.073E-02 .105 Int .157 -5.866E-03 -6.452E-02 1.369E-02 .842 Rotation Method: Varimax with Kaiser Normalization Rotation converged in 7 iterations
Function by the variables which saturate every factor and the significance of variables, we entitled factors. The first factor is orientation to professional spiritual (nonmaterial) benefits (prestige, safety/security, success, acceptance by chiefs/leaders). The second factor was self- direction and hedonistical orientation. The third extracted factor is active orientation in task. The following factor was positive attitude for others. The last factor, which is a tendency-factor because explain less than 10% from total variance, is propensity to social relationship. Conclusions All these factors are internal psychological variables can explain the subjects behaviours in situations of interpersonal cooperation. Thus, cooperative behaviours of the subjects who were trained their cooperative groupwork skills are influence by latent factors too. In cooperative 6 Cristina Corina Benea
conditions, participants are strongly involve in task solving activity toghether with other group members. They related through positive atitudes to activity and parteners in achievement of the common goals. They self-regulation their behaviours in common activities and self-orietation through satisfy their needs and goals. The cooperative behaviour is influence by social relationship propensity in the context of work activity in group. Identification the pattern of internal factors wich can sistematically influence the subjects behaviours in cooperative activity is only the first stage of an explanatory study, which can be complete by including in factor analysis other variable of personality relevant for understanding of cooperative behaviours. The diversity of personality traits which can influence or determine the subjects behaviuors offers the possibility to including the different personality variables in multifactorial explanatory structure, with different degrees of significance and situational adecquating. Than, after the exploratory factor analysis the last stage is the confirmatory factor analysis. References 1. Ch e l c e a , S ., Psihosociologia cooperrii i ntrajutorrii umane, Editura Militar, Bucureti, 1990. 2. Ch e l c e a , S ., Personalitate i societate n tranziie, tiin i Tehnic, Bucureti, 1994. 3. Co h e n , J . , Cooperative and Competitive Styles-the Construct and Its Relevance, in Human Relations, Vol. 35, No. 8/1982, pp. 621-633. 4. J o h n s o n , D. W. , Ma r u y a ma , G. , J o h n s o n , R. , Ne l s o n , D. , S k o n , L. , Effects of cooperative, competitive and individualistic goal structures on achievement: a meta- analysis, in Psychological Bulletin, 1981, pp. 47-62. 5. J o h n s o n , D. W. , J o h n s o n , R. T. , Ma r u y a ma , G. , Interdependence and interpersonal attraction among heterogeneous and homogeneous individuals: A theoretical formulation and a meta-analysis of the research, in Review of Educational Research, No. 55, 1983, pp. 5-54. 6. J o h n s o n , D. W. , J o h n s o n , R. T. , Learning together and alone: Cooperation, competition and individualization, 3rd edition, Englewood Cliffs, NUJ: Prentice Hall, 1991. 7. J o h n s o n , D. W. , J o h n s o n , R. T. , Ho l u b e c , E . J . , Cooperation in the classroom, Edina, MN: Interaction Book Company, 1993. 8. J o h n s o n , D. W. , J o h n s o n , R. T. , Leading the cooperative school, Edina, MN: Interaction Book Company, 1994. 9. Oe t z e l , J . G. , Self-Construals, Communication Processes, and Group Outcomes in Homogeneous and Heterogeneous Groups, in Small Group Research, Vol. 32, No. 1/2001, pp. 19-54. 10. Ra , A. , I a c o b , L. , Independen i interdependen n reprezentarea emoiilor, in Psihologia social, Buletinul Laboratorului Psihologia cmpului social, nr. 9/ 2002, Editura Polirom, Iai.
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Factori determinativi pentru comportamentul de cooperare interpersonal Rezumat Lucrarea reprezint o secven dintr-un studiu experimental mai amplu referitor la comportamentul de cooperare interpersonal. La experiment au participat 247 de subieci. n prima etap, acetia au fost sistematic antrenai pentru a lucra eficient n activiti de cooperare n grup. n cea de-a doua etap subiecilor li s-a cerut s lucreze la soluionarea unei sarcini cognitive prin cooperare intragrupal. Ipoteza cercetrii a vizat demonstrarea specificitii acestui tip de comportament prin identificarea unor variabile psihologice interne care pot influena manifestrile comportamentale ale subiecilor n realizarea de activiti prin cooperare interpersonal. Aceti factori interni ar putea explica n mod adecvat conduita de cooperare interpersonal.