The interactive effects of performance standards and the personality traits of individualism and collectivism on an academic task were assessed. Undergraduate students (N = 90) completed self-report measures of individualism and collectivism, watched a video, reviewed their notes in pairs in 5-minute study sessions, and individually answered 15 questions about the video. Before the study sessions began, we experimentally manipulated (with oral instructions) whether the participants were told that success on the activity would be defined using an individual or a collective (i.e., group average) performance standard. The main findings included group members reporting study groups more helpful, members reporting a higher score of likeableness, and students trying harder on the exam when scores of the group were pooled together. These findings have implications in schools and in the workplace for maximizing individual performance when preparing in pairs or small groups for an individual-level task.
Conference Proceedings: Undergraduate Social Science Research Conference
©2003 by the University of Northern Iowa
University of Northern Iowa
Cedar Falls, IA
Huber, Daniel; Daugherty, Dustin; and Gonnerman, Mel Jr.
"Individualists Versus Collectivists: Study Sessions and Performance Standards,"
Conference Proceedings: Undergraduate Social Science Research Conference: Vol. 7:
1, Article 21.
Available at: https://scholarworks.uni.edu/csbsproceedings/vol7/iss1/21