2.1.2) Use the following factors that influence the cohesiveness of a group and describe by means of examples the factors that are applicable to a group of people working together on school assignment.

Question

– Time spent together
– Severity of initiation into the group
– Group size
– Gender
– External threats
– Previous successes

Answer 1

Time spent together: The more time a group of people spends together working on a school assignment, the more cohesive they are likely to become. For example, if a group of students in a science class regularly meets for extended study sessions to work on a project, they will have more opportunities to bond and develop a sense of camaraderie.

Severity of initiation into the group: If the process of joining the group is perceived as difficult or challenging, it can increase group cohesiveness. For instance, if a group of college students is assigned to work on a challenging research project and only those who are willing to put in extra effort and contribute significantly are allowed to join, the strict initiation process can create a stronger bond among the group members.

Group size: Smaller groups tend to be more cohesive than larger groups. This is because in smaller groups, it is easier for each individual to interact and build relationships with every member. For example, a group of four students working on a school assignment is likely to be more cohesive than a group of ten students.

Gender: Gender can influence the cohesiveness of a group, but it may vary depending on the context and individuals involved. In some cases, groups consisting of only one gender may have stronger cohesion due to shared experiences and perspectives. However, mixed-gender groups can also be cohesive if there is open communication and respect among members.

External threats: When a group faces external threats or challenges, it can increase their cohesiveness as they unite to overcome or confront the threat together. For instance, if a group of students is given a difficult assignment with a tight deadline, the pressure of the external threat may lead them to work closely together and support each other more effectively.

Previous successes: If a group has experienced success together in the past, it can strengthen their cohesiveness. For example, if a group of students has previously worked on a successful project or received positive feedback on their teamwork, they are likely to feel more confident and connected when working on a new school assignment.