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Competitive conflict regulation and informational dependence in peer learning
Author(s) -
Buchs Céline,
Pulfrey Caroline,
Gabarrot Fabrice,
Butera Fabrizio
Publication year - 2010
Publication title -
european journal of social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.609
H-Index - 111
eISSN - 1099-0992
pISSN - 0046-2772
DOI - 10.1002/ejsp.631
Subject(s) - moderation , psychology , social psychology , viewpoints , quality (philosophy) , set (abstract data type) , cooperative learning , information quality , information system , mathematics education , teaching method , computer science , epistemology , political science , visual arts , programming language , law , art , philosophy
The present set of studies investigates the role of competitive conflict regulation and informational dependence in peer learning. Previous studies have shown that peer work on identical information produces not only confrontation of viewpoints but also competitive conflict regulation, the latter of which is detrimental for learning. Conversely, working on complementary information produces positive interactions but also informational dependence, and good quality information transmission is needed to foster learning. The present research shows that discussion aids (note‐taking and access to the study materials during discussion), a variable related to the quality of informational input, moderated the relationship between information interdependence and learning. This moderation was mediated by competitive conflict regulation: Students who worked on identical information with discussion aids reported more competitive conflict regulation than those without discussion aids, which in turn reduced learning, a pattern that did not appear for students working on complementary information. Moreover, when students worked on complementary information, the good quality of information transmission elicited by discussion aids led to high levels of learning for all students. Contributions to research on resource interdependence, socio‐cognitive conflict, and peer learning are discussed. Copyright © 2009 John Wiley & Sons, Ltd.