Sinergias intragrupo óptimas en la solución de problemas: una propuesta para contextos universitarios

This review paper identifies and analyzes the determining variables in collaborative problem solving within university contexts and proposes a theoretical model to explain their multiplicative (rather than additive) relationship. A critical review of the literature was conducted using academic databases, focusing on empirical studies of group dynamics, motivation, and communication in educational settings. The analysis reveals that four variables—individual self-efficacy, the importance attributed to the problem, reciprocal trust, and timely communication—critically influence outcomes. The relationship among these variables is multiplicative; that is, the absence (or null value) of any one of them negates group success. These findings challenge additive models of teamwork and offer practical implications for university teaching methodologies, underscoring the need to address all four factors holistically in the design of collaborative learning experiences.