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Does cognitive style diversity affect performance in dyadic student teams?
Vanderheyden, Karlien De Baets, Shari
Vanderheyden, Karlien
De Baets, Shari
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Publication Type
Journal article with impact factor
Editor
Supervisor
Publication Year
2015
Journal
Learning and Individual Differences
Book
Publication Volume
38
Publication Issue
February
Publication Begin page
143
Publication End page
150
Publication NUmber of pages
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Abstract
This study seeks to investigate the effect of diversity in cognitive styles (deep-level variable) and gender and age (surface-level variables) in small teams (dyads), on satisfaction with the team and performance. A multisource study was conducted using 318 business school students, who were tested during a two-month, in-company project. Variables were measured at different time intervals, and performance was rated by an academic jury. Dyadic relationships proved to depend on the specific cognitive styles used — providing evidence for the complexity and multidimensionality of the concept. More specifically, diversity in knowing style led to less satisfaction, while diversity in planning style led to more satisfaction, and diversity in creating style had no effect. Satisfaction with the team in turn was positively linked to the performance of the team. Neither age diversity nor gender diversity had an effect on team satisfaction or performance.
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Keywords
Diversity, Cognitive Styles, Deep- and Surface-level Variables