Abstract
The role of the instructor in influencing students’ attitudes, beliefs, and concerns toward group projects was assessed in a survey of students at 32 educational institutions. Results from a path-analytic model support the view that the instructor plays a significant role in influencing students’ attitudes, perceived benefits, and work and grade equity concerns regarding group work. The research showed that students were more likely to have positive attitudes about group work if they had instructors who discussed group management issues (e.g., group dynamics) and used methods to evaluate individual performance within the group (e.g., peer evaluations). In addition, the findings indicate that in general, instructors are not doing enough to facilitate students’ group experiences.