Is a partner’s competence threatening during dyadic cooperative work? It depends on resource interdependence
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Effect-oriented research focuses on the direct relationship between group composition and students' individual posttest performance, whereas process-oriented research also takes the collaborative process into account.
“Effect-oriented research that investigates these relationships focuses on the direct relationship between, for example, group composition and students' individual performance on a posttest (see, for example, Andersson and Rönnberg 1995;Buchs and Butera 2009), whereas process-oriented research also takes the collaborative process into account (for example, Denessen et al. 2008;Webb et al. 1998).”
From Making the Black Box of Collaborative Learning Transparent: Combining Process-Oriented and Cognitive Load Approaches (2010) · cites this paper as Buchs and Butera 2009
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Coordinated Computer-Supported Collaborative Learning: Awareness and Awareness Tools
Janssen, J. J. H. M., & Bodemer, D. (2013) · Educational Psychologist · doi:10.1080/00461520.2012.749153 · Cited by 256 · see citing works
“In addition, the research done by Molinari et al. (2008) shows that the effects of such cognitive GATs may interact with resource interdependence (Buchs & Butera, 2009).”
BackgroundJanssen, J. J. H. M., & Kirschner, P. A. (2020) · Educational Technology Research and Development · doi:10.1007/s11423-019-09729-5 · Cited by 202 · see citing works
“…cannot solve on their own (i.e., goal interdependence, cf. Johnson et al. 1989) or by giving each student information necessary to carry out the task that is complementary to the information held by their group members (i.e., resource interdependence, cf. Buchs and Butera 2009; Buchs et al. 2004).”
BackgroundJanssen, J., Kirschner, F., Erkens, G., Kirschner, P. A., & Paas, F. (2010) · Educational Psychology Review · doi:10.1007/s10648-010-9131-x · Cited by 180 · see citing works
“…between, for example, group composition and students’ individual performance on a posttest (see, for example, Andersson and Rönnberg 1995; Buchs and Butera 2009), whereas process-oriented research also takes the collaborative process into account (for example, Denessen et al. 2008; Webb…”
BackgroundSeeing the “we” in “me” sports: The need to consider individual sport team environments.
Evans, M. B., Eys, M., & Bruner, M. W. (2012) · Canadian Psychology/Psychologie canadienne · doi:10.1037/a0030202 · Cited by 167 · see citing works
“…are interdependent in other ways, because resource interdependence in the absence of task and/or outcome interdependence may decrease achievement because of process losses (Johnson & Johnson, 2005) and because the performance of other group members becomes threatening (Buchs & Butera, 2009).”
BackgroundThink and pair before share: Effects of collaboration on students' in-class participation
Mundelsee, L., & Jurkowski, S. (2021) · Learning and Individual Differences · doi:10.1016/j.lindif.2021.102015 · Cited by 116 · see citing works
Conflits et apprentissage. Régulation des conflits sociocognitifs et apprentissage
Buchs, C., Darnon, C., Quiamzade, A., Mugny, G., & Butera, F. (2008) · Revue française de pédagogie · doi:10.4000/rfp.1013 · Cited by 76 · see citing works
“Un résultat similaire est observé lorsque la compétence du partenaire est manipulée par l’introduction d’un compère se montrant plus ou moins brillant (Buchs, 2007a ; Buchs & Butera, 2008).”
BackgroundSelf-citationEffects of the Jigsaw method on student educational outcomes: systematic review and meta-analyses
Drouet, O., Lentillon‐Kaestner, V., & Margas, N. (2023) · Frontiers in Psychology · doi:10.3389/fpsyg.2023.1216437 · Cited by 123 · see citing works
“, 2010; Buchs and Butera, 2015) and motivation as well as to result in less-constructive interactions with others (Buchs et al., 2004, 2018; Buchs and Butera, 2009).”
BackgroundSocial Interdependence and the Promotion of Cooperative Learning
Butera, F., & Buchs, C. (2019) · Springer eBooks · doi:10.1007/978-3-030-13788-5_8 · Cited by 67 · see citing works
Self-citationEmergent achievement segregation in freshmen learning community networks
Brouwer, J., Flache, A., Jansen, E. P. W. A., Hofman, R. H., & Steglich, C. (2017) · Higher Education · doi:10.1007/s10734-017-0221-2 · Cited by 56 · see citing works
“Buchs and Butera (2009) show that feedback provided by a higher-achieving peer is only beneficial when the transferred knowledge is complementary.”
BackgroundRoseth, C. J., Lee, Y.-K., & Saltarelli, W. A. (2018) · Journal of Educational Psychology · doi:10.1037/edu0000257 · Cited by 56 · see citing works
“In contrast, working together on the same material (Buchs & Butera, 2004, 2009; Buchs, Butera, & Mugny, 2004; Darnon et al., 2002), competition (Buchs, Pulfrey, Gabarrot, & Butera, 2010; Butera & Mugny, 1995, 2001; Quiamzade, Mugny, & Darnon, 2009) and confronting a more competent peer (Quiamzade…”
Buchs, C., Gilles, I., Antonietti, J., & Butera, F. (2015) · Educational Psychology · doi:10.1080/01443410.2015.1075963 · Cited by 55 · see citing works
“Some research at the university level has emphasised that competitive social comparisons with partners may take place even during cooperative learning (Buchs & Butera, 2009; Buchs, Butera, & Mugny, 2004; Buchs, Pulfrey, Gabarrot, & Butera, 2010; Lambiotte et al., 1987).”
BackgroundSelf-citationNeugebauer, J., Ray, D. G., & Sassenberg, K. (2016) · Learning and Instruction · doi:10.1016/j.learninstruc.2016.02.007 · Cited by 48 · see citing works
The jigsaw technique and self-efficacy of vocational training students: a practice report
Darnon, C., Buchs, C., & Desbar, D. (2012) · European Journal of Psychology of Education · doi:10.1007/s10212-011-0091-4 · Cited by 38 · see citing works
“, each member possesses only one part of the needed resources or information to achieve the task) stimulates a positive climate and favors constructive interactions as well as students’ involvement in the activity (Buchs et al. 2004; Buchs and Butera 2009).”
BackgroundSelf-citationPressure to cooperate: Is positive reward interdependence really needed in cooperative learning?
Buchs, C., Gilles, I., Dutrévis, M., & Butera, F. (2011) · British Journal of Educational Psychology · doi:10.1348/000709910x504799 · Cited by 38 · see citing works
“In this context, partners’ competence became threatening and detrimental for students’ learning (Buchs & Butera, 2009; Buchs, Pulfrey, Gabarrot, & Butera, 2010).”
BackgroundSelf-citationCompetitive conflict regulation and informational dependence in peer learning
Buchs, C., Pulfrey, C., Gabarrot, F., & Butera, F. (2009) · European Journal of Social Psychology · doi:10.1002/ejsp.631 · Cited by 38 · see citing works
Self-citationInteraction and belongingness in two student-centered learning environments
Brouwer, J., Jansen, E. P. W. A., Severiens, S. E., & Meeuwisse, M. (2019) · International Journal of Educational Research · doi:10.1016/j.ijer.2019.07.006 · Cited by 35 · see citing works
Assigned experts with competitive goals withhold information in group decision making
Toma, C., Vasiljevic, D., Oberlé, D., & Butera, F. (2012) · British Journal of Social Psychology · doi:10.1111/j.2044-8309.2012.02105.x · Cited by 29 · see citing works
Self-citationHolding a Mirror Up to the Self
Toma, C., Corneille, O., & Yzerbyt, V. Y. (2012) · Personality and Social Psychology Bulletin · doi:10.1177/0146167212449022 · Cited by 29 · see citing works
Saltarelli, A. J., & Roseth, C. J. (2014) · Journal of Educational Psychology · doi:10.1037/a0036898 · Cited by 26 · see citing works
Buchs, C., Dumesnil, A., Chanal, J. P., & Butera, F. (2021) · Education Sciences · doi:10.3390/educsci11050210 · Cited by 23 · see citing works
“These results were found both with perceived partner’s competence [29] and with the actual (manipulated via the quality of informational input) partner’s competence [30].”
BackgroundMethodResultInfluentialSelf-citationLearning and Instruction: Social-Cognitive Perspectives
Carugati, F., & Perret‐Clermont, A. (2015) · Elsevier eBooks · doi:10.1016/b978-0-08-097086-8.92035-x · Cited by 22 · see citing works
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“Finally, it should be noted that the effectiveness of positive resource interdependence depends on the partners’ competence (Buchs & Butera, 2009; Buchs, Butera, & Mugny, 2004), although the same might be said for task interdependence.”
BackgroundMolinari, G. (2015) · Psychologie Française · doi:10.1016/j.psfr.2015.11.001 · Cited by 19 · see citing works
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“) among group members (Buchs et al., 2004; Buchs and Butera, 2009; Bertucci et al., 2011) or assigning different roles to group members (De Wever et al.”
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“…klare Begriffe und Einordnungen gefunden wurden (siehe z. B. Renkl, 2008), wie z. B. soziales Faulenzen oder auch Furcht vor negativer Bewertung und Bedrohung der eigenen Kompetenz durch andere (Buchs & Butera, 2009), gibt es bei den kognitiven Kosten neuere theoretische Einordnungen und Ansätze.”
Does the Jigsaw method improve motivation and self-regulation in vocational high schools?
Riant, M., de Place, A., Bressoux, P., Batruch, A., Bouet, M., Bressan, M., Brown, G., Butera, F., Cepeda, C., Cherbonnier, A., et al. (2024) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2024.102278 · Cited by 8 · see citing works
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“…et al. 2011), the distribution of information among group members (Deiglmayr and Schalk 2015), the structuring of the learning process (Supanc, Völlinger, and Brunstein 2017), the expertise of the group members (Buchs and Butera 2009), and students’ communication skills (Jurkowski and Hänze 2015).”
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“Without decentering, the negative relationship between the competence that the listeners attributed to their summarizer and their own learning outcomes replicated previous results showing that working on identical information elicited threatening social comparison (Buchs & Butera, 2009).”
BackgroundResultInfluentialSelf-citationPromoting collaboration through resource interdependence to enhance collaborative concept mapping
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“To promote positive interdependence, one might consider the strategic allocation of resources (Buchs & Butera, 2009; Buchs et al., 2004; Johnson et al., 1989).”
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“…partiendo de la estrecha conexión entre cognición, interacción y tarea, se corrobora que la similitud o diferencia entre las habilidades de los compañeros se traducen en formas sociocognitivas particulares (Asterhan et al., 2014; Buchs & Butera, 2009; Buchs et al., 2008; Denessen et al, 2008).”
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“Buchs & Butera (2009).”
BackgroundCooperative/Collaborative Learning
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“Besides, when it comes to cooperative learning, the partner ’ s competence modulates the learning performance depending on the specific cooperation mode, that is, whether it involves complementary or identical information (Buchs & Butera, 2009).”
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“Additionally, in small group settings, learners strive to avoid appearing incompetent in the eyes of their peers due to their inability to participate effectively (Buchs & Butera, 2009).”
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“Buchs and Butera (2009) found that college students while choosing with whom to work depended on the complementarity of their strengths.”
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- Authors
- Buchs, C., & Butera, F.
- Affiliations
- University of Geneva (CH)
- University of Lausanne (CH)
- Corresponding author
- Buchs, Céline
- Venue
- European Journal of Psychology of Education
- Published
- 2009-06
- Volume
- 24
- Issue
- 2
- Pages
- 145-154
- ISSN
- 0256-2928 (ISSN-L)
- 1878-5174
- OpenAlex
- W2012907540
- Cited by
- 52
- References
- 34
- Citations by year
- 2025: 1 · 2024: 4 · 2023: 3 · 2022: 3 · 2021: 6 · 2020: 4 · 2019: 3 · 2018: 3 · 2017: 3 · 2016: 2 · 2015: 3 · 2014: 2 · 2013: 2 · 2012: 5
- FWCI
- 7.03
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- www.springer.com/tdm (tdm)
- Locations
- European Journal of Psychology of Education (publishedVersion)
- Archive ouverte UNIGE (University of Geneva) (publishedVersion, other-oa)
- reroDoc Digital Library (submittedVersion)
- IRIS (submittedVersion)
- SERVAL (Université de Lausanne) (submittedVersion, other-oa)
- Archive ouverte UNIGE (University of Geneva) (submittedVersion, cc-by)
- Funders
- National Science Foundation
- Schweizerischer Nationalfonds zur Förderung der Wissenschaftlichen Forschung
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Keywords
- resource interdependence, peer learning, social comparison, information transmission, complementary information, student interaction, moderating effect
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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