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The Effects of Territorial Depiction and Disruption on Group Cohesion in a Classroom Setting [microform] / Daniel W. Randall and Others
Bib ID 5229909
Format BookBook, MicroformMicroform, OnlineOnline
Author
Randall, Daniel W
 
Online Versions
Description [Washington, D.C.] : Distributed by ERIC Clearinghouse, 1972 
9 p. 
Summary

A study was devised to examine a subject's level of interpersonal territoriality and disruption of territoriality in small group classroom setting. Through an elaborate procedure, subjects were classified as having rigid or loose depictions of territoriality, and were assigned to small groups with each group having at least two rigid and two loose members. The groups met for one hour: for the first half, subjects were allowed to sit where they liked, while in the second half, subjects sat in a different position and next to someone different. A measure of perceived cohesiveness was taken immediately after the second half-hour. Results showed that, contrary to expectations, there were no significant differences on perception of group cohesion between loose and rigid subjects; that the sex of the subject did not significantly interact with territoriality in terms of perceived cohesion or cohesion potential; and that rigid male subjects' perceptions of group cohesion was less, but the difference was only marginally significant. Problems that may account for lack of positive results include the operational definition of rigid or loose territoriality, the index of group cohesiveness, the extent of disruption of territory, and the choice of dependent variable. (SH)

Notes

ERIC Note: Paper presented at the International Communication Association Annual Convention (Atlanta, Georgia, April 19-22, 1972).

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Group Unity.  |  High School Students.  |  Interpersonal Relationship.  |  Nonverbal Communication.  |  Territoriality
Other authors/contributors Illinois State Univ., Normal. Communication Research Center
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