This pilot study sought to identify relationships between primary pupils’ personality profiles and their patterns of interaction during small group collaboration. In UK classrooms, pupils often collaborate in small groups, which has considerable learning benefits. Equality of participation is known to be important for the learning of all group members. However, not all children find interacting in groups equally easy.
Group learning can present challenges for pupils who tend towards introversion and anxiety (traits associated with shyness) and may signal vulnerability to poorer learning outcomes (Mjelve et al., 2019). Pupils with this combination of traits (our ‘Focus Pupils’) may experience challenges of increased inhibition during collaborative tasks, leading to less inclusive (and productive) group collaboration. This pilot (year 5 pupils, n=27) explored ways personality traits influence group learning. Our aim was to identify whether there was sufficient evidence of personality-related patterns in pupils’ behaviours to warrant further study and eventually make recommendations for personality-sensitive group work.
The study employed the Five Factor Model (FFM) of personality (known as the ‘Big Five’, see de Raad & Mlacic, 2015).
