Evaluating Student's Team Learning Process in Terms of Knapp's Model

This study aimed to evaluate Knapp’s conceptual model in an attempt to explore socio-cognitive processes affecting students’ team effectiveness and team learning and their relationship. This study was a descriptive-correlational research. All students of Islamic Azad University of Saveh were the target population. The sample of the study consisted of 191 students selected using purposive sampling method. Research instrument was a questionnaire developed by the current researchers which tapped into five variables including team structure and context, team beliefs, metacognition, team learning behaviors, and team effectiveness. Cronbach’s alphas of the respective scales were 0.72, 0.78, 0.71, 0.70, and 0.72 respectively. Pearson Correlation, multiple regression and path analysis were employed at the level of inferential statistics. Results of regression analysis confirmed the positive and significant pairwise relationships between the variables and multiple regression analysis provided partial support for the interactive relationships among them. Then, the adequacy of the model was assessed by LISREL. Results indicated that the whole model did not fit the data. Path analysis suggested a new model indicating that in order to attain team learning and team effectiveness, team beliefs and metacognition need to be paid explicit attention.