In this paper, we analyse the effects of group discussion attachment styles and their influence in interactions involving facilitation on the quality of the discussion process (according to deliberative prerequisites, such as equal participation, argumentation and respect). We conducted 26 deliberative discussions with 226 teachers from 13 primary schools on the topic of school discipline measures. The discussions, each including 7–12 participants, lasted 90 minutes; half of them were professionally facilitated in line with the deliberative criteria and half of them were non-facilitated. The higher an individual's group discussion attachment anxiety, the lower their self-assessment of the deliberative functioning and assessment of the group's deliberative functioning. Facilitation improved the assessment of individual deliberative functioning in those individuals who scored higher for group discussion attachment anxiety, while facilitated individuals higher on group discussion attachment avoidance assessed group deliberative functioning lower than the non-facilitated ones.

中文翻译：

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小组讨论的依恋方式和便利对会议质量的影响

在本文中，我们分析了小组讨论依恋风格的影响及其在涉及促进的互动中对讨论过程质量的影响（根据审议的先决条件，例如平等参与，论证和尊重）。我们与13所小学的226名教师就学校纪律措施进行了26次讨论。讨论持续了90分钟，每个讨论包括7-12名参与者。其中一半是根据审议标准提供专业协助的，而另一半则是没有便利的。个人的小组讨论依恋焦虑程度越高，他们对协商功能的自我评估和对小组协商功能的评估就越低。