caa a22 4500 606239359 CHVBK 20210128101302.0 cr unu---uuuuu 210128e20150901xx s 000 0 eng 10.1007/s11218-015-9306-x doi (NATIONALLICENCE)springer-10.1007/s11218-015-9306-x The importance of trust for satisfaction, motivation, and academic performance in student learning groups [Elektronische Daten] [Nicole Ennen, Emily Stark, Andrea Lassiter] Educators are continuing to investigate ways to improve student learning through collaboration. This study examined one avenue of increasing student group effectiveness: trust. A model of trust in student workgroups was proposed, where trust mediates the relationships between perceived similarity and individual outcomes (grades and satisfaction). Participants in this study included 252 psychology students at a Midwestern university who participated in semester-long group work in the classroom. The findings indicated that students who perceived themselves as similar to their group members were more likely to trust the group. For the outcome measures, trust was positively related to grades; students who had higher levels of trust towards their group members received higher grades than those with lower levels of trust. In addition, trust was strongly and positively related to satisfaction with one's group and motivation to work in groups in the future. Additionally, trust emerged as a mediator between perceived similarity and satisfaction, but trust did not mediate links between perceived similarity and academic performance. Finally, an exploratory analysis comparing group environments indicated that face-to-face groups may have higher levels of trust than virtual groups. This study adds to current literature by examining an antecedent of trust (i.e., perceived similarity), by linking trust to a performance-based outcome in student groups (i.e., grades), and by supporting previous lab-based findings linking trust to satisfaction and motivation using actual student learning groups. Springer Science+Business Media Dordrecht, 2015 Trust nationallicence Collaborative learning nationallicence Perceived similarity nationallicence Student groups nationallicence Grades nationallicence Satisfaction nationallicence Ennen Nicole Department of Psychology, Minnesota State University, Mankato, 23 Armstrong Hall, 56001, Mankato, MN, USA aut Stark Emily Department of Psychology, Minnesota State University, Mankato, 23 Armstrong Hall, 56001, Mankato, MN, USA aut Lassiter Andrea Department of Psychology, Minnesota State University, Mankato, 23 Armstrong Hall, 56001, Mankato, MN, USA aut Social Psychology of Education Springer Netherlands 18/3(2015-09-01), 615-633 1381-2890 18:3<615 2015 18 11218 https://doi.org/10.1007/s11218-015-9306-x text/html Onlinezugriff via DOI BK010053 XK010053 XK010000 Metadata rights reserved Springer special CC-BY-NC licence nationallicence 1 research-article jats NATIONALLICENCE NATIONALLICENCE NL-springer NATIONALLICENCE 856 40 https://doi.org/10.1007/s11218-015-9306-x text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Ennen Nicole Department of Psychology, Minnesota State University, Mankato, 23 Armstrong Hall, 56001, Mankato, MN, USA aut NATIONALLICENCE 700 1- Stark Emily Department of Psychology, Minnesota State University, Mankato, 23 Armstrong Hall, 56001, Mankato, MN, USA aut NATIONALLICENCE 700 1- Lassiter Andrea Department of Psychology, Minnesota State University, Mankato, 23 Armstrong Hall, 56001, Mankato, MN, USA aut NATIONALLICENCE 773 0- Social Psychology of Education Springer Netherlands 18/3(2015-09-01), 615-633 1381-2890 18:3<615 2015 18 11218