From intra-team learning behaviors to team performance: Contribution conflict and team shared mental models as mechanisms: A time-lagged study

Abstract

This study investigates the mechanisms underlying the relationship between intrateam learning behaviors and team performance in student project teams in terms of contribution conflict as an antecedent of the team shared mental model on team tasks. The data collected from a sample of 201 Romanian student teams show that only team shared mental model on team tasks totally mediates the relationship between intrateam learning behaviors and team performance. Moreover, contribution conflict and team shared mental model on team tasks taken together fully mediate the relationship between intrateam learning behaviors and team performance. We conclude our study by suggesting future research on the main topic of team learning and team effectiveness.