Video Interaction Guidance in Collaborative Group Work

Impact on Primary School Pupils' Self-Esteem and Behaviours

Matthew Musset (Lead / Corresponding author), Keith Topping

Research output: Contribution to journalArticle

1 Citation (Scopus)
96 Downloads (Pure)

Abstract

Video interaction guidance (VIG) is an increasingly evidence-based intervention. This study used VIG to enhance pupil responses during a group work programme. Fifteen primary-aged classes across a range of socio-economic status received regular group work over a year. A mixed methods repeated measures design involved nine experimental classes receiving intervention of three cycles of VIG. Six control classes did not receive the VIG intervention. Pre-to-post-test measures included: pupils’ self-esteem in relation to learning, using the Myself as a Learner Scale; a peer assessment schedule based upon Frederickson’s Social Inclusion Survey; and a researcher devised pupil questionnaire. Pupils’ communicative behaviours were analysed for a random sample of twelve video clips. Results showed that reinforcement of desirable group work behaviours using VIG enhanced pupils’ self-esteem. The VIG intervention significantly enhanced the experimental group. There was greatest impact on increasing the self-esteem of younger children. Experimental pupils’ retrospective ratings of group work significantly increased, again youngest pupils showed greatest improvement. Film observations showed a trend towards an increase in pupils’ open questions replacing closed questions. There was a significant increase in peer assessment of communicative behaviours across the whole sample, irrespective of the VIG intervention. Implications for practice and future research are discussed.
Original languageEnglish
Pages (from-to)1067-1081
Number of pages16
JournalEducational Psychology
Volume37
Issue number9
Early online date22 Jun 2017
DOIs
Publication statusPublished - 21 Oct 2017

Fingerprint

primary school pupil
group work
Pupil
Self Concept
self-esteem
pupil
video
interaction
video clip
Surgical Instruments
reinforcement
random sample
Appointments and Schedules
rating
inclusion
Economics
Research Personnel
Learning
questionnaire

Keywords

  • video interaction guidance
  • group work
  • communication skills
  • self-esteem

Cite this

@article{32651763bb0e4b2fa46087dd6a520fd5,
title = "Video Interaction Guidance in Collaborative Group Work: Impact on Primary School Pupils' Self-Esteem and Behaviours",
abstract = "Video interaction guidance (VIG) is an increasingly evidence-based intervention. This study used VIG to enhance pupil responses during a group work programme. Fifteen primary-aged classes across a range of socio-economic status received regular group work over a year. A mixed methods repeated measures design involved nine experimental classes receiving intervention of three cycles of VIG. Six control classes did not receive the VIG intervention. Pre-to-post-test measures included: pupils’ self-esteem in relation to learning, using the Myself as a Learner Scale; a peer assessment schedule based upon Frederickson’s Social Inclusion Survey; and a researcher devised pupil questionnaire. Pupils’ communicative behaviours were analysed for a random sample of twelve video clips. Results showed that reinforcement of desirable group work behaviours using VIG enhanced pupils’ self-esteem. The VIG intervention significantly enhanced the experimental group. There was greatest impact on increasing the self-esteem of younger children. Experimental pupils’ retrospective ratings of group work significantly increased, again youngest pupils showed greatest improvement. Film observations showed a trend towards an increase in pupils’ open questions replacing closed questions. There was a significant increase in peer assessment of communicative behaviours across the whole sample, irrespective of the VIG intervention. Implications for practice and future research are discussed.",
keywords = "video interaction guidance, group work, communication skills, self-esteem",
author = "Matthew Musset and Keith Topping",
year = "2017",
month = "10",
day = "21",
doi = "10.1080/01443410.2017.1342768",
language = "English",
volume = "37",
pages = "1067--1081",
journal = "Educational Psychology",
issn = "0144-3410",
publisher = "Taylor & Francis",
number = "9",

}

Video Interaction Guidance in Collaborative Group Work : Impact on Primary School Pupils' Self-Esteem and Behaviours. / Musset, Matthew (Lead / Corresponding author); Topping, Keith.

In: Educational Psychology, Vol. 37, No. 9, 21.10.2017, p. 1067-1081.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Video Interaction Guidance in Collaborative Group Work

T2 - Impact on Primary School Pupils' Self-Esteem and Behaviours

AU - Musset, Matthew

AU - Topping, Keith

PY - 2017/10/21

Y1 - 2017/10/21

N2 - Video interaction guidance (VIG) is an increasingly evidence-based intervention. This study used VIG to enhance pupil responses during a group work programme. Fifteen primary-aged classes across a range of socio-economic status received regular group work over a year. A mixed methods repeated measures design involved nine experimental classes receiving intervention of three cycles of VIG. Six control classes did not receive the VIG intervention. Pre-to-post-test measures included: pupils’ self-esteem in relation to learning, using the Myself as a Learner Scale; a peer assessment schedule based upon Frederickson’s Social Inclusion Survey; and a researcher devised pupil questionnaire. Pupils’ communicative behaviours were analysed for a random sample of twelve video clips. Results showed that reinforcement of desirable group work behaviours using VIG enhanced pupils’ self-esteem. The VIG intervention significantly enhanced the experimental group. There was greatest impact on increasing the self-esteem of younger children. Experimental pupils’ retrospective ratings of group work significantly increased, again youngest pupils showed greatest improvement. Film observations showed a trend towards an increase in pupils’ open questions replacing closed questions. There was a significant increase in peer assessment of communicative behaviours across the whole sample, irrespective of the VIG intervention. Implications for practice and future research are discussed.

AB - Video interaction guidance (VIG) is an increasingly evidence-based intervention. This study used VIG to enhance pupil responses during a group work programme. Fifteen primary-aged classes across a range of socio-economic status received regular group work over a year. A mixed methods repeated measures design involved nine experimental classes receiving intervention of three cycles of VIG. Six control classes did not receive the VIG intervention. Pre-to-post-test measures included: pupils’ self-esteem in relation to learning, using the Myself as a Learner Scale; a peer assessment schedule based upon Frederickson’s Social Inclusion Survey; and a researcher devised pupil questionnaire. Pupils’ communicative behaviours were analysed for a random sample of twelve video clips. Results showed that reinforcement of desirable group work behaviours using VIG enhanced pupils’ self-esteem. The VIG intervention significantly enhanced the experimental group. There was greatest impact on increasing the self-esteem of younger children. Experimental pupils’ retrospective ratings of group work significantly increased, again youngest pupils showed greatest improvement. Film observations showed a trend towards an increase in pupils’ open questions replacing closed questions. There was a significant increase in peer assessment of communicative behaviours across the whole sample, irrespective of the VIG intervention. Implications for practice and future research are discussed.

KW - video interaction guidance

KW - group work

KW - communication skills

KW - self-esteem

U2 - 10.1080/01443410.2017.1342768

DO - 10.1080/01443410.2017.1342768

M3 - Article

VL - 37

SP - 1067

EP - 1081

JO - Educational Psychology

JF - Educational Psychology

SN - 0144-3410

IS - 9

ER -