Previous research has documented challenges in students’ group work. An identifiable segment of the previous research that relates to improving students’ group work conditions is the study of group formation and self- and peer-assessment. Though studies that primarily focus on how to address the conditions of students’ group work and the existing problems can be found, there are not many related to higher education settings. On this ground, the present article advances a qualitative evaluation of the intervention that promotes student groups’ self-awareness and thereby self-regulation toward fair group work during a software engineering project. An inductive thematic analysis was applied to the students’ written reflections on the intervention. To further understand the results, the concept of “group establishment,” referring to destructiveness that complicates individuals’ truthful living at the group level, was employed to reflect on the resulting themes. Hoggett (1998) provided this articulation by synthesizing previous results in psychoanalytic theory. Students’ experiences with the intervention revealed several value gains, including personally identified benefits as well as open group mood, consolidation of grouping, conceptual learning about group work, and regulation for task allocation. Noted challenges included dishonesty and a personal role conflict, and some students reported minor effects on group performance. Students valued safety in the intervention situation and argued that the intervention was needed from outside the group. A summative review of the students’ experiences suggests that the intervention was useful for all groups. The results are discussed from a pedagogic and the aforementioned psychoanalytic perspective, and remarks are made for software engineering education.

以前的研究已经记录了学生小组工作中的挑战。先前研究中与改善学生的小组工作条件有关的可识别部分是对小组形成以及自我和同伴评估的研究。尽管可以找到主要着眼于如何解决学生小组工作条件和存在问题的研究，但与高等教育环境相关的并不多。在此基础上，本文对在软件工程项目中促进学生群体的自我意识并由此对公平的团队工作进行自我调节的干预措施进行了定性评估。归纳主题分析应用于学生对干预的书面思考。为了进一步了解结果，“团队建立，”指破坏性使个人在小组一级的真实生活复杂化，被用来反思由此产生的主题。Hoggett（1998）通过综合精神分析理论的先前结果来提供这种表达。学生的干预经验显示出一些价值增值，包括个人识别的好处以及开放的小组情绪，分组的合并，关于小组工作的概念性学习以及任务分配的调节。值得注意的挑战包括不诚实和个人角色冲突，一些学生报告了对小组表现的轻微影响。学生们重视干预情况下的安全性，并认为需要从小组之外进行干预。对学生经历的总结性回顾表明，该干预对所有群体均有用。