Identified and engaged: A multi-level dynamic model of identification with the group and performance in collaborative learning

Abstract Our study takes a dynamic and multi-level perspective on identification with the group and explores the extent to which, at the individual level, core self-evaluations, study engagement, group development, and relationship conflict influence identification with the group. At the group level, we test the extent to which group identification influences academic performance via group study engagement. Data were collected at four-time lags, and we use a combination of multi-level analyses and structural equation modeling to test these relationships in a sample of 212 students organized in 61 collaborative learning groups. Our results show that core self-evaluations and interpersonal familiarity have a positive influence on the identification with the group. Moreover, weekly variations in study engagement have a positive influence, while variations in relationship conflict have a negative influence on fluctuations of identification with the group. Finally, we show that group study engagement mediates the influence of group identification on group academic performance.