Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Previous research on group cohesion has treated it as an independent variable. This study set out to determine whether group cohesion could be predicted as the dependent variable. A total of 43 groups (474 undergraduate students) enrolled in an introduction to communication studies course completed a group project that accounted for more than 20 percent of their grade. After completing the group project, they filled out ratings of themselves and the other group members as well as 23 items on group functioning. Exploratory factor, confirmatory factor, and path analyses created a path model showing the relationships among how group members rated each other, were rated by other group members, individual-level input satisfaction, group-level input satisfaction, and cohesion. Conclusions from this research were that cohesion can be predicted as the dependent variable, and students who work and those who social loaf or freeload know who they are and include that in their ratings.

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: The use of groups of people to accomplish goals (or tasks) is prevalent in society and they exist in business situations, social or religious gatherings, in sports and, of course, in classrooms. What makes groups work effectively? This study reviews factors that both promote as well as obstruct effective group performance, and it focuses on one of the many factors that hinder a group's ability to perform as best it can: social loafing. "Social loafing" is the phenomenon of individuals in group situations doing less work, putting in less effort or expending less energy on the group project than they would if they did the work alone. It is common in many different situations and research has shown that it transcends cultures. This study looked at the problem from the instructor's point of view and measured the level of instructor awareness of social loafing in university classroom groups in both Japan and the United States. It hypothesized that instructors are unaware of several ways of diminishing social loafing in student groups. It also asked what, if any, preventative steps instructors take to diminish social loafing in student groups? Results showed that the vast majority of instructors on both sides of the Pacific are aware of the concepts of social loafing and free-riding. Furthermore, results support the notion that instructors should be more aware of more techniques to curb loafing and that Japanese instructors tend to take a less active role in curbing social loafing than their American counterparts. Suggestions on how teachers can curb loafing and then suggestions for research are given.