From we to me: A dual emphasis on social identity and task autonomy enhances personal learning in student teams-Reference-Cited by-同舟云学术

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From we to me: A dual emphasis on social identity and task autonomy enhances personal learning in student teams

Published:2023-12-11 Issue: Volume: Page:1-10
ISSN:0883-2323
Container-title:Journal of Education for Business
language:en
Short-container-title:Journal of Education for Business

Author:

Beenen Gerard¹,Pichler Shaun¹,Zhang Jenny²

Affiliation:

1. Department of Management, College of Business and Economics, California State University, Fullerton, California, USA

2. Department of Information Systems and Decision Sciences, College of Business and Economics, California State University, Fullerton, California, USA

Publisher

Informa UK Limited

Subject

Business, Management and Accounting (miscellaneous),Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/08832323.2023.2278069

Reference65 articles.

1. A solution to dependency: using multilevel analysis to accommodate nested data

2. Social Identity Theory and the Organization

3. A Critical Look at the Use of Group Projects as a Pedagogical Tool

4. Lessons from the Best and Worst Student Team Experiences: How a Teacher can make the Difference

5. AACSB international accreditation as a catalyst for soft skills in business schools

Cited by 1 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. The effect of teaching multiple approaches to management on students’ subsequent investment decisions: Implications for Responsible Management Education;Journal of Education for Business;2023-05-03

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