This study explores how different team configurations based on members’ experiential learning styles impacted group level variables including team learning behavior, stages of team development, potency, psychological safety, and satisfaction in an undergraduate class. Groups with homogeneous learning styles experienced higher levels of friendship and lower levels of conflict, which were associated with greater satisfaction and more rapid progress through the stages of group development. Most significantly, satisfaction was more strongly correlated to team learning behavior than psychological safety, suggesting that student groups in higher education settings may rely on other factors to progress through the stages of group development.

本研究探讨了基于成员体验式学习风格的不同团队配置如何影响团队层面的变量，包括团队学习行为、团队发展阶段、效力、心理安全和本科班级的满意度。具有相同学习风格的群体经历了更高水平的友谊和更低水平的冲突，这与在群体发展阶段中更高的满意度和更快的进步有关。最重要的是，满意度与团队学习行为的相关性比心理安全性更强，这表明高等教育环境中的学生群体可能依赖其他因素在群体发展阶段取得进步。