During collaborative learning, students tend to spontaneously enact different participatory roles that may significantly affect collaborative learning processes. Only few empirical studies to date have investigated groups as systems based on emerging roles and role profiles of the participating students, and how emerging role profile configurations affect achievement. This exploration of students' self-adopted roles investigated the relationship between role profile configurations and achievement. The statistically driven identification of role profiles was based on fine-grained observations of student groups' interactions in two distinct collaborative science-learning settings. While higher achieving groups typically exhibited versatile science-oriented role profile configurations, opinion-based configurations prevailed in lower achieving groups. Although role profiles with a social orientation were rare, a student with a distracting profile can have a significant influence on group work. Consolidated by in-depth case examples, the findings highlight the importance of understanding how collaborating groups' emergent role profiles dynamically interact during collaborative learning and how different role profile configurations relate to achievement.

在协作学习期间，学生倾向于自发地扮演不同的参与角色，这些角色可能会显着影响协作学习过程。迄今为止，只有少数实证研究将群体作为基于参与学生的新兴角色和角色配置文件的系统，以及新兴角色配置文件配置如何影响成就进行调查。这种对学生自主角色的探索调查了角色配置文件配置与成就之间的关系。角色档案的统计驱动识别基于对两个不同协作科学学习环境中学生群体互动的细粒度观察。虽然成就较高的群体通常表现出多才多艺的以科学为导向的角色配置，基于意见的配置在成就较低的群体中占主导地位。虽然具有社会取向的角色档案很少见，但具有分散注意力的学生可以对小组工作产生重大影响。通过深入的案例整合，这些发现强调了理解协作学习过程中协作群体的新兴角色配置文件如何动态交互以及不同角色配置文件配置如何与成就相关的重要性。