{"title":"从 \"我们 \"到 \"我\"：对社会认同和任务自主的双重强调促进了学生团队中的个人学习","authors":"Gerard Beenen, Shaun Pichler, Jenny Zhang","doi":"10.1080/08832323.2023.2278069","DOIUrl":null,"url":null,"abstract":"Student teams are routine in business education, yet instructors lack research-based strategies to promote personal learning in teams. Our study’s purpose therefore is to investigate how a dual emp...","PeriodicalId":47318,"journal":{"name":"Journal of Education for Business","volume":"26 1","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"From we to me: A dual emphasis on social identity and task autonomy enhances personal learning in student teams\",\"authors\":\"Gerard Beenen, Shaun Pichler, Jenny Zhang\",\"doi\":\"10.1080/08832323.2023.2278069\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Student teams are routine in business education, yet instructors lack research-based strategies to promote personal learning in teams. Our study’s purpose therefore is to investigate how a dual emp...\",\"PeriodicalId\":47318,\"journal\":{\"name\":\"Journal of Education for Business\",\"volume\":\"26 1\",\"pages\":\"\"},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2023-12-11\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Education for Business\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/08832323.2023.2278069\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Education for Business","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/08832323.2023.2278069","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
From we to me: A dual emphasis on social identity and task autonomy enhances personal learning in student teams
Student teams are routine in business education, yet instructors lack research-based strategies to promote personal learning in teams. Our study’s purpose therefore is to investigate how a dual emp...
期刊介绍：
The Journal of Education for Business is for those educating tomorrow''s businesspeople. The journal primarily features basic and applied research-based articles in entrepreneurship, accounting, communications, economics, finance, information systems, management, marketing, and other business disciplines. Along with the focus on reporting research within traditional business subjects, an additional expanded area of interest is publishing articles within the discipline of entrepreneurship. Articles report successful innovations in teaching and curriculum development at the college and postgraduate levels. Authors address changes in today''s business world and in the business professions that are fundamentally influencing the competencies that business graduates need. JEB also offers a forum for new theories and for analyses of controversial issues. Articles in the Journal fall into the following categories: Original and Applied Research; Editorial/Professional Perspectives; and Innovative Instructional Classroom Projects/Best Practices. Articles are selected on a blind peer-reviewed basis. Original and Applied Research - Articles published feature the results of formal research where findings have universal impact. Editorial/Professional Perspective - Articles published feature the viewpoint of primarily the author regarding important issues affecting education for business. Innovative Instructional Classroom Projects/Best Practices - Articles published feature the results of instructional experiments basically derived from a classroom project conducted at one institution by one or several faculty.
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