High-achieving students’ work-alone preference has been shown to be largely false and to depend on the learning context. However, the literature has not distinguished preferences from expectations, nor directly examined what students expect will occur in classroom group work. An attempt to systematically review group-work expectations yielded just one relevant study from 768 initial sources. Instead, this generic (or critical) review gathered evidence primarily from the preferences literature indicating hypotheses about expectations. That literature suggested seven variables possibly related to high achievers’ group-work expectations: prior acceptance or rejection of their contributions in group work, choice with whom one works, having a supportive friend in the group, control over the group-work structure, fairness of work distribution, task difficulty, and parental opinions.

中文翻译：

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高成就学生对课堂小组作业中发生的事情的期望：贡献研究回顾

成绩优异的学生的独立工作偏好已被证明在很大程度上是错误的，并且取决于学习环境。然而，文献没有区分偏好和期望，也没有直接检查学生期望在课堂小组工作中会发生什么。系统地审查小组工作期望的尝试只产生了来自 768 个初始来源的一项相关研究。相反，这种一般性（或批判性）审查主要从偏好文献中收集证据，表明关于期望的假设。该文献提出了七个可能与高成就者对团队工作的期望有关的变量：事先接受或拒绝他们在团队工作中的贡献、选择与谁一起工作、在团队中有一个支持性的朋友、对团队工作结构的控制、公平工作分配，