TY - JOUR
T1 - Grade-School Children's Social Collaborative Skills
T2 - Links With Partner Preference and Achievement
AU - Ladd, Gary
AU - Ladd, Becky
AU - Visconti, Kari Jeanne
AU - Ettekal, Idean
AU - Sechler, Casey M.
AU - Cortes, Khaerannisa I.
PY - 2014/2
Y1 - 2014/2
N2 - Little is known about the skills children need to successfully collaborate with classmates on academic assignments. The purposes of this study were to identify grade-schoolers' collaborative skills, evaluate the importance of identified skills for collaborative work, and determine whether differences in skill use were related to children's social and scholastic competence. Initially, third through fifth graders (N = 113) described attributes of "good" collaborators, and these attributes were distilled into distinct skill categories or "types." Next, third through fifth graders (N = 212) rated exemplars of each skill type as a basis for skill importance and peers' skill use and provided data that were used to construct measures of work partner preference and peer acceptance. Teachers reported on participants' achievement in multiple academic domains. Four categories of work-related and interpersonal skills were identified, and these skill types were differentially associated with children's work partner preferences, peer acceptance, and achievement. Overall, the findings help to specify the types of skills grade-schoolers need to relate effectively with classmates in the context of collaborative academic tasks.
AB - Little is known about the skills children need to successfully collaborate with classmates on academic assignments. The purposes of this study were to identify grade-schoolers' collaborative skills, evaluate the importance of identified skills for collaborative work, and determine whether differences in skill use were related to children's social and scholastic competence. Initially, third through fifth graders (N = 113) described attributes of "good" collaborators, and these attributes were distilled into distinct skill categories or "types." Next, third through fifth graders (N = 212) rated exemplars of each skill type as a basis for skill importance and peers' skill use and provided data that were used to construct measures of work partner preference and peer acceptance. Teachers reported on participants' achievement in multiple academic domains. Four categories of work-related and interpersonal skills were identified, and these skill types were differentially associated with children's work partner preferences, peer acceptance, and achievement. Overall, the findings help to specify the types of skills grade-schoolers need to relate effectively with classmates in the context of collaborative academic tasks.
KW - collaborative skills
KW - peer-mediated learning
KW - social skills
UR - http://www.scopus.com/inward/record.url?scp=84893924947&partnerID=8YFLogxK
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U2 - 10.3102/0002831213507327
DO - 10.3102/0002831213507327
M3 - Article
AN - SCOPUS:84893924947
SN - 0002-8312
VL - 51
SP - 152
EP - 183
JO - American Educational Research Journal
JF - American Educational Research Journal
IS - 1
ER -