Abstract
In this paper, we examined how the diversity of students and their dialogical attitudes influence the evaluations of group activities. The students participated in group activities and held discussions to reach final evaluations in groups with diversity. This paper focuses on two types of dialogical attitudes, (i) psychological safety and (ii) leadership behavior. This study revealed that when the diversity of members was high, both psychological safety and leadership behavior tended to be rated high, and the final rating was also high. As a result, there is room for debate regarding the two scales used as dialogical attitudes. Despite the challenge, it is therefore necessary to develop more valid and reliable scales in the future.
