中等教育中的基于亲和关系的分组：以协作代价换取更高稳定性
Affinity-Based Groups in Secondary Education: Increased Stability at the Expense of Collaboration
AI总结：
该研究通过智利90名中学生的学期项目对比随机分组与自主选组，发现亲和分组更稳定、友谊更强，但随机分组合作水平更高。
摘要：
小组配置通过促进学生互动与协作，在塑造社交技能和学习成果方面发挥着关键作用。然而，影响小组形成、社会凝聚力和小组稳定性的因素仍研究不足。在此，我们在智利一所私立学校的90名9年级和10年级学生队列中考察了这些因素。在一项为期一个学期的项目中，学生要么被随机分配到各组（对照组），要么被允许自行选择小组（实验组）。我们的结果显示，到学期末，自主选择的小组拥有更强的友谊纽带。相比之下，随机分配的小组表现出更高水平的合作和更频繁的成员变动，表明社会凝聚力较弱。此外，10年级学生更有可能留在原小组，这可能表明其社会成熟度更高。这些发现凸显了教育中持续存在的挑战：如何在小组形成中平衡学生选择与增强学习所需的多样化小组构成。本研究为教育工作者提供了可付诸行动的洞见。
英文摘要：
Group configurations play a pivotal role in shaping social skills and learning outcomes by fostering student interaction and collaboration. Yet, the factors influencing group formation, social cohesion, and group stability remain understudied. Here, we examine these factors in a cohort of 90 students from 9th and 10th grades at a private school in Chile. Students were either randomly assigned to groups (control) or allowed to choose their own groups (experimental) for a semester-long project. Our results show that self-selected groups had stronger friendship ties by the end of the semester. In contrast, randomly assigned groups exhibited higher levels of cooperation and more frequent membership changes, indicating weaker social cohesion. Additionally, 10th-grade students were more likely to stay in their original groups, possibly suggesting increased social maturity. These findings underscore the ongoing challenge in education of balancing student choice in group formation with the need for diverse group compositions that enhance learning. The study provides actionable insights for educators.
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