Personality-sensitive pedagogies: A study of small group interactive behaviours among 9- to 10-year-olds

Witt, Marcus; Knight, Benjamin; Booth, Tom

Abstract

The learning and social development benefits associated with pupils collaborating in small groups have been well documented over recent decades; however, research exploring personality as a mediating factor in small group learning is sparse. In this study we identified pupils who self-reported low levels of extraversion and/or high levels of neuroticism (tendency to worry) as personality traits and observed them working in small group collaborative learning situations. Using mixed methods social network analysis as a way of understanding group interactions, we combined a degree centrality measure and a novel concept of ‘provocatory participation’ with a qualitative analysis of group interactions. Data integration facilitated in-depth interpretations of relationships between personality and pupil interactions. Findings suggest that low levels of extraversion and/or high levels of neuroticism can be, but are not always, associated with lower levels of participation and that a range of other factors, notably the personality traits of all pupils in a small group, affect participation. These findings are used to suggest ways that teachers could employ more personality-sensitive pedagogies, particularly with respect to small group activities.

• Journal Article Type: Article
• Acceptance Date: Jul 24, 2024
• Online Publication Date: Aug 8, 2024
• Deposit Date: Sep 3, 2024
• Publicly Available Date: Sep 3, 2024
• Print ISSN: 0141-1926
• Electronic ISSN: 1469-3518
• Publisher: Wiley
• Peer Reviewed: Peer Reviewed
• DOI: https://doi.org/10.1002/berj.4058
• Public URL: https://uwe-repository.worktribe.com/output/12777167