Skip to main content
Springer Nature Link
Log in

One task, divergent solutions: high- versus low-status sources and social comparison guide adaptation in a computer-supported socio-cognitive conflict task

  • Research Article
  • Published:
Educational Technology Research and Development Aims and scope Submit manuscript

Abstract

This experimental study extends conflict elaboration theory (1) by revealing social influence dynamics for a knowledge-rich computer-supported socio-cognitive conflict task not investigated in the context of this theory before and (2) by showing the impact of individual differences in social comparison orientation. Students in two conditions (N = 59) compared their self-created task solution with a partly correct solution presented additionally, deviating from their solution. The other solution’s source was introduced either as a low status source (“peer”) or as a high status source (“textbook”) whereas the presented solution was identical. In a baseline condition, this comparison possibility was missing. Students in the textbook condition experienced more socio-cognitive conflict and adapted their solution more often to the correct aspect of the presented solution than students in the peer condition. Students low in social comparison orientation adapted their solution more extensively in the textbook condition than in the peer condition.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
€32.70 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price includes VAT (Finland)

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

Explore related subjects

Discover the latest articles, news and stories from top researchers in related subjects.

References

  • Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks: Sage Publications.

    Google Scholar 

  • Bandura, A. (2006). Toward a psychology of human agency. Perspectives on Psychological Science, 1(2), 164–180.

    Article  Google Scholar 

  • Baumeister, A. E. E., Engelmann, T., & Hesse, F. W. (2016). Impact of peer talk in a computer-based socio-cognitive conflict task. Manuscript submitted for publication.

  • Bodemer, D. (2011). Tacit guidance for collaborative multimedia learning. Computers in Human Behavior, 27, 1086–1097.

    Google Scholar 

  • Buder, J., & Bodemer, D. (2008). Supporting controversial CSCL discussions with augmented group awareness tools. International Journal of Computer-Supported Collaborative Learning, 3(2), 123–139.

    Article  Google Scholar 

  • Buder, J., Bodemer, D., Dehler, J., & Engelmann, T. (2009). SCAN tools for collaborative learning. In C. O’Malley, D. Suthers, P. Reimann, & A. Dimitracopoulou (Eds.), Computer supported collaborative learning practices: CSCL 2009 conference proceedings (Vol. 1, pp. 606–615). International Society of the Learning Sciences (ISLS).

  • Butera, F., Caverni, J. P., & Rossi, S. (2005). Interaction with a high- versus low-competence influence source in inductive reasoning. The Journal of Social Psychology, 145, 173–190.

    Article  Google Scholar 

  • Buunk, A. P., & Gibbons, F. X. (2007). Social comparison: The end of a theory and the emergence of a field. Organizational Behavior and Human Decision Processes, 102, 3–21.

    Article  Google Scholar 

  • Cathey, C. (2007). Power of peer review: An online collaborative learning assignment in social psychology. Teaching of Psychology, 34(2), 97–99.

    Article  Google Scholar 

  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Darnon, C., & Butera, F. (2007). Learning or succeeding? Conflict regulation with mastery or performance goals. Swiss Journal of Psychology, 66, 145–152.

    Article  Google Scholar 

  • Darnon, C., Doll, S., & Butera, F. (2007). Dealing with a disagreeing partner: Relational and epistemic conflict elaboration. European Journal of Psychology of Education, 22, 227–242.

    Article  Google Scholar 

  • Dehler-Zufferey, J., Bodemer, D., Buder, J., & Hesse, F. W. (2011). Partner knowledge awareness in knowledge communication: Learning by adapting to the partner. The Journal of Experimental Education, 79, 102–125.

    Article  Google Scholar 

  • Deutsch, M., & Gerard, H. B. (1955). A study of normative and informational social influence upon individual judgment. Journal of Abnormal and Social Psychology, 51, 629–636.

    Article  Google Scholar 

  • Engelmann, T. (2014). Potential and impact factors of the knowledge and information awareness approach for fostering net-based collaborative problem-solving: An overview. Journal of Educational Computing Research, 50(3), 403–430.

    Article  Google Scholar 

  • Engelmann, T., Baumeister, A., Dingel, A., & Hesse, F. W. (2010). The added value of communication in a CSCL-scenario compared to just having access to the partners’ knowledge and information. In J. Sánchez, A. Cañas, & J. D. Novak (Eds.), Concept maps making learning meaningful: proceedings of the 4th international conference on concept mapping (Vol. 1, pp. 377–384). Chile: University of Chile

  • Engelmann, T., Dehler, J., Bodemer, D., & Buder, J. (2009). Knowledge awareness in CSCL: A psychological perspective. Computers in Human Behavior, 25(4), 949–960.

    Article  Google Scholar 

  • Festinger, L. (1954). A theory of social comparison processes. Human Relations, 7, 117–140.

    Article  Google Scholar 

  • Festinger, L. (1957). A theory of cognitive dissonance. Stanford, CA: Stanford University Press.

    Google Scholar 

  • Gergen, K. J., & Bauer, R. A. (1967). Interactive effects of self-esteem and task difficulty on social conformity. Journal of Personality and Social Psychology, 6, 16–22.

    Article  Google Scholar 

  • Gibbons, F. X., & Buunk, B. P. (1999). Individual differences in social comparison: Development of a scale of social comparison orientation. Journal of Personality and Social Psychology, 76, 129–142.

    Article  Google Scholar 

  • Harmon, J. (1998). Electronic meetings and intense group conflict: Effects of a policy-modeling performance support system and an audio communication support system on satisfaction and agreement. Group Decision and Negotiation, 7, 131–155.

    Article  Google Scholar 

  • Hayes, A. F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York, NY: Guilford Press.

    Google Scholar 

  • Hughes, P. T. (1993). Going off the rails: Understanding conflict in practice. In S. Easterbrook (Ed.), CSCW: Cooperation or conflict? (Computer supported cooperative work series) (pp. 161–169). London: Springer.

  • Janssen, J., & Bodemer, D. (2013). Coordinated computer-supported collaborative learning: Awareness and awareness tools. Educational Psychologist, 48, 40–55.

    Article  Google Scholar 

  • Kozlov, M. D., & Große, C. S. (2016). Online collaborative learning in dyads: Effects of knowledge distribution and awareness. Computers in Human Behavior, 59, 389–401.

    Article  Google Scholar 

  • Lee, G., Kwon, J., Park, S.-S., Kim, J.-W., Kwon, H.-G., & Park, H.-K. (2003). Development of an instrument for measuring cognitive conflict in secondary-level science classes. Journal of Research in Science Teaching, 40, 585–603.

    Article  Google Scholar 

  • Limón, M. (2001). On the cognitive conflict as an instructional strategy for conceptual change: A critical appraisal. Learning and Instruction, 11, 357–380.

    Article  Google Scholar 

  • Maggi, J., Butera, F., & Mugny, G. (1996). The conflict of incompetences: Direct and indirect influences on representation of the centimetre. International Review of Social Psychology, 9, 91–105.

    Google Scholar 

  • Marchand, H. (2012). Contributions of Piagetian and post-Piagetian theories to education. Educational Research Review, 7, 165–176.

    Article  Google Scholar 

  • Michinov, E., & Michinov, N. (2001). The similarity hypothesis: A test of the moderating role of social comparison orientation. European Journal of Social Psychology, 31, 549–555.

    Article  Google Scholar 

  • Mugny, G., Butera, F., Sanchez-Mazas, M., & Pérez, J. A. (1995). Judgements in conflict: The conflict elaboration theory of social influence. In: B. Boothe, R. Hirsig, A. Helminger, B. Meier, & R. Volkart (Eds.), Perception evaluation interpretation. Swiss monographs in psychology (Vol. 3, pp. 160–168). Bern: Huber.

  • Mugny, G., Tafani, E., Butera, F., & Pigière, D. (1998). Contrainte et dependence informationnelles: Influence sociale sur la representation du groupe d’amis ideal. Connexions, 72, 55–72.

    Google Scholar 

  • Muller, D., Judd, C. M., & Yzerbyt, V. Y. (2005). When moderation is mediated and mediation is moderated. Journal of Personality and Social Psychology, 89(6), 852–863.

    Article  Google Scholar 

  • Nievelstein, F., Van Gog, T., Boshuizen, H. P. A., & Prins, F. J. (2010). Effects of conceptual knowledge and availability of information sources on law students’ legal reasoning. Instructional Science, 38, 23–35.

    Article  Google Scholar 

  • Novak, J. D., & Cañas, A. J. (2006). The origins of concept maps and the continuing evolution of the tool. Information Visualization Journal, 5, 175–184.

    Article  Google Scholar 

  • Paulus, T. M. (2009). Online but off-topic: Negotiating common ground in small learning groups. Instructional Science, 37, 227–245.

    Article  Google Scholar 

  • Quiamzade, A. (2007). Imitation and performance in confrontations between competent peers: The role of the representation of the task. European Journal of Psychology of Education, 22, 243–258.

    Article  Google Scholar 

  • Quiamzade, A., & Mugny, G. (2001). Social influence dynamics in aptitude tasks. Social Psychology of Education, 4, 311–334.

    Article  Google Scholar 

  • Quiamzade, A., Mugny, G., & Darnon, C. (2009). The coordination of problem solving strategies: When low competence sources exert more influence on task processing than high competence sources. British Journal of Social Psychology, 48, 159–182.

    Article  Google Scholar 

  • Ray, D., Neugebauer, J., Sassenberg, K., Buder, J., & Hesse, F. W. (2013). Motivated shortcomings in explanation: The role of comparative self-evaluation and awareness of explanation recipient’s knowledge. Journal of Experimental Psychology: General, 142, 445–457.

    Article  Google Scholar 

  • Rosander, M., & Eriksson, O. (2012). Conformity on the internet—The role of task difficulty and gender differences. Computers in Human Behavior, 28, 1587–1595.

    Article  Google Scholar 

  • Scheiter, K., & Gerjets, P. (2004). Sequence effects in solving knowledge-rich problems: The ambiguous role of surface similarities. In R. Alterman & D. Kirsh (Eds.), Proceedings of the 25th annual conference of the cognitive science society (pp. 1035–1040). Mahwah, NJ: Erlbaum

  • Smith, W. P., & Sachs, P. R. (1997). Social comparison and task prediction: Ability similarity and the use of a proxy. British Journal of Social Psychology, 36, 587–602.

    Article  Google Scholar 

  • Sobel, M. E. (1982). Asymptotic confidence intervals for indirect effects in structural equation models. Sociological Methodology, 13, 290–312.

    Article  Google Scholar 

  • Suthers, D. D. (2006). Technology affordances for intersubjective meaning making: A research agenda for CSCL. Computer-Supported Collaborative Learning, 1, 315–337.

    Article  Google Scholar 

  • Sweller, J., van Merriënboer, J. J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251–296.

    Article  Google Scholar 

  • Trautmann, N. M. (2009). Interactive learning through web-mediated peer review of student science reports. Educational Technology Research and Development, 57, 685–704.

    Article  Google Scholar 

Download references

Acknowledgments

This work was supported by the Leibniz-Institut für Wissensmedien (IWM) in Tuebingen (Germany) and by a scholarship of the Virtual Graduate School “Knowledge Acquisition and Knowledge Exchange with New Media” funded by the Deutsche Forschungsgemeinschaft (DFG). The views expressed herein are those of the authors and not those of the funding agency.

Author information

Authors and Affiliations

  1. Department of Psychology, Technische Universitaet Chemnitz, Wilhelm-Raabe-Strasse 43, 09107, Chemnitz, Germany

    Antonia E. E. Baumeister

  2. Macromedia University of Applied Sciences, Naststrasse 11, 70376, Stuttgart, Germany

    Tanja Engelmann

  3. Leibniz-Institut für Wissensmedien (IWM) & Universitaet Tuebingen, Schleichstrasse 6, 72076, Tübingen, Germany

    Friedrich W. Hesse

Authors
  1. Antonia E. E. Baumeister
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Tanja Engelmann
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Friedrich W. Hesse
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Antonia E. E. Baumeister.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Baumeister, A.E.E., Engelmann, T. & Hesse, F.W. One task, divergent solutions: high- versus low-status sources and social comparison guide adaptation in a computer-supported socio-cognitive conflict task. Education Tech Research Dev 65, 237–253 (2017). https://doi.org/10.1007/s11423-016-9466-1

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11423-016-9466-1

Keywords

Search

Navigation