LIMA, Jorge Ávila de. Dysfunctional processes in group work and students' perceptions of justice: an exploratory study in higher education. []. , 11, 1, pp.123-149.   24--2021. ISSN 2182-1372.  https://doi.org/10.25757/invep.v11i1.235.

Uneven member contributions and other dysfunctional characteristics of student groups are a relatively well-investigated phenomenon. However, we still know little about how students experience these situations and how they affect their perception of the fairness of the evaluation systems that teachers use to assess their work. This article presents and discusses the results of a study that addressed these issues. The research focused on a sociological research methods class in higher education, in which students formed groups to develop research projects over a semester. The data were collected through semi-structured qualitative interviews and subjected to content analysis. The results indicate that although the majority of students have experienced dysfunctional situations in their groups, especially with regard to unequal member contributions, they nonetheless rejected the adoption of an assessment system based on the principle of equity, ensured through individual accountability. We interpret these results in the light of the relational norms that govern the social life of student groups.

: student groups; dysfunctional groups; distributive justice; higher education.

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