Individual motivation, team learning, and performance in collaborative academic contexts

Given the extensive use of team projects in academic settings, it is imperative to know what factors and interventions can reduce social loafing in this context. Drawing from theories on social loafing, social compensation, and trait activation, we review individual level factors (i.e. personality) in teams that could compensate for social loafing tendencies. In the current chapter, we focus on research that has been done in this area and discuss research gaps in the academic motivation literature. In doing so, we make use of relevant theories of social loafing, motivation, and group dynamics. Furthermore, we describe why and when interventions aimed at counteracting social loafing and motivating students may be effective (e.g. team charter, jigsaw classroom, CATME, and team goal setting). Finally, future directions are discussed.