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- Publisher
- American Psychological Association
- Copyright
- Copyright © 1987 American Psychological Association
- ISSN
- 0022-0663
- eISSN
- 1939-2176
- DOI
- 10.1037/0022-0663.79.4.415
- Publisher site
- See Article on Publisher Site
Abstract
In this study we investigated how a natural status characteristic (grade level) and an experimentally induced status characteristic (ability) combine to affect group interaction and interpersonal perception in homogeneous and heterogeneous groups. Eighty male fifth and sixth graders were randomly assigned to groups of four that were made into homogeneous or heterogeneous “ability” groups on the basis of a bogus aptitude test. Their social interaction was videotaped as groups worked on a group consensus task. The data indicated that the two status characteristics (actual and induced) had a similar and significant effect on the social interaction in the groups. High-status students dominated group interaction, were more influential, and were more likely to be perceived as leaders. The data also indicated that differences in helping behavior may be due, in part, to the perceived status of the student and not only to the student's ability to give help.
Journal
Journal of Educational Psychology – American Psychological Association
Published: Dec 1, 1987