Collective efficacy beliefs in student work teams: Relation to self-efficacy, cohesion, and performance

2006 ◽  
Vol 68 (1) ◽  
pp. 73-84 ◽  
Author(s):  
Robert W. Lent ◽  
Janet Schmidt ◽  
Linda Schmidt
1990 ◽  
Vol 12 (2) ◽  
pp. 132-143 ◽  
Author(s):  
Deborah L. Feltz ◽  
Camala A. Riessinger

An experiment was conducted to investigate the relative merits of in vivo emotive imagery and performance feedback in enhancing self-efficacy beliefs and performance on a competitive muscular endurance task. College males (n=60) and females (n=60) were randomly assigned to one of three conditions: mastery imagery plus feedback, feedback alone, or control condition. Subjects in the imagery-plus-feedback condition were told that one of the pair (always the subject) would receive imagery exposure while the other (always the confederate) would wait outside. Subjects performed two trials against the confederate, who always won by 10 seconds. A Group x Trials interaction for self-efficacy revealed a significant increase for the imagery group after brief exposure. Also, imagery subjects had significantly higher efficacy scores than feedback alone or control subjects after each performance trial. A Group x Trials interaction for performance indicated that imagery subjects initially had significantly longer performance times than did feedback alone or control subjects. Performance feedback alone did not influence efficacy beliefs or performance.


Psichologija ◽  
2012 ◽  
Vol 46 ◽  
pp. 105-122 ◽  
Author(s):  
Vita Mikuličiūtė

Sutelktumas, pasitikėjimas komanda, patiriamas stresas bei suvoktas Aš ir kolektyvinis efektyvumas laikomi svarbiais komandų veiklos efektyvumo veiksniais. Vis dėlto nėra aišku, kokia šių veiksnių tarpusavio sąveikos kryptis ir kokia jų reikšmė prognozuojant karinių komandų veiklos efektyvumą. Apklausus 160 profesinės karo tarnybos karių, kurie priklausė 28 komandoms (skyriams), nustatyta, kad didesnis komandos sutelktumas, pasitikėjimas ja, suvoktas Aš ir kolektyvinis efektyvumas yra susiję su didesniu komandos veiklos efektyvumu. Atlikta kelių analizė parodė, jog komandos sutelktumas ir pasitikėjimas ja numato veiklos efektyvumą per tarpinį kintamąjį – suvoktą kolektyvinį efektyvumą. Suvoktas Aš efektyvumas su komandos veiklos efektyvumu taip pat susijęs ne tiesiogiai, o per suvoktą kolektyvinį efektyvumą.Pagrindiniai žodžiai: karinės komandos, sutelktumas, pasitikėjimas komanda, suvoktas Aš ir kolektyvinis efektyvumas. THE INTERACTION BETWEEN COHESION, TEAM TRUST, PERCEIVED SELF AND COLLECTIVE EFFICACY, STRESS AND PERFORMANCE EFFICACY IN MILITARY TEAMSVita MikuličiūtėSummaryEven though it is usually inferred that team work is associated with positive findings (higher engagement in organizational matters, higher satisfaction with work, better performance results), this is not always true. In some occasions, team work results in poor performance outcomes because of social loafing or interpersonal conflicts. Therefore, it is important to know what psychological factors of the team determine its performance. We indicate that the main factors clearly associated with performance results are team trust, cohesion, stress, perceived self- and collective efficacy. Even though a lot of empirical studies have been made, there is still a lack of information about the interaction between these variables and the way they contribute to performance results. Besides, usually short-term artificially composed teams are under the scope of researchers. That’s why the results do not fully reflect the essence of long-term teams functioning in real-life situations. In respect to the problems mentioned above, we raised the aim of this research: to investigate the interaction between performance results and team trust, cohesion, stress, perceived collective and self-efficacy in military settings. A hypothetical model in which team trust influences cohesion and the collective efficacy acts as a mediating variable between cohesion and performance results was created. The hypothetical model has also stated that self- and collective efficacy are associated with performance results not directly, but through the perceived stress.In this research, 160 military men of professional service took part. Of them 94.4% (151) were males and 3.8% (6) females. The age of the participants ranged from 19 to 37, mean 24.6 years. The participants belonged to 28 teams (military sections) and were selected based on the information about their team functioning. Only the teams in which their members were constantly working together were included in the research. Aggregated results were used in the statistical analysis. For the purpose of the research, three questionnaires were developed: the Military Stress Questionnaire (Cronbach α = 0.92), the Questionnaire of the Perceived Military Collective Efficacy (Cronbach α = 0.93), the Questionnaire of the Perceived Military Self-efficacy (Cronbach α = 0.94). Two scales used in this research were developed by other authors: the Intrateam Trust Scale (DeJong and Elfring, 2010; Cronbach α = 0.88) and The Perceived Cohesion Scale (Bollen and Hoyle, 1990; Cronbach α = 0.85). Team performance results were based on the evaluations of the field training.The results indicate that almost all variables of our research are intercorrelated at a statistically significant level. Performance results positively correlate with the perceived self- and collective efficacy, team trust and team cohesion. No statistically significant correlation was found between stress and performance results. Besides, a high correlation between cohesion and team trust was revealed, which indicates the multicollinearity problem between these two variables. Cohesion and team trust were united, and a hypothetical model was developed using the path analysis. It shows that cohesion and team trust influences performance results not directly: the perceived collective efficacy acts as a mediating variable. Besides, self-efficacy influences the perceived collective efficacy, and the collective efficacy influences the stress level. Several important conclusions from the obtained results could be made. First, a high collective efficacy can diminish military stress and thus act as a protective factor against the formation of PTSD and other psychopathologies. Secondly, the perceived collective efficacy is the only variable that influences the performance results directly. In order to improve the results of the team, it is important to monitor and raise the levels of collective efficacy. Thirdly, cohesion and team trust have important implications not only for the perceived team capabilities, but also for the perceived one’s own capabilities.Key words: military teams, cohesion, team trust, perceived self and collective efficacy.


Author(s):  
James E. Maddux

The basic premise of self-efficacy theory is that “people's beliefs in their capabilities to produce desired effects by their own actions” (Bandura, 1997, p. vii) are the most important determinants of the behaviors people choose to engage in and how much they persevere in their efforts in the face of obstacles and challenges. Self-efficacy theory also maintains that these efficacy beliefs play a crucial role in psychological adjustment, psychological problems, physical health, as well as professionally guided and self-guided behavioral change strategies. This chapter provides an overview of self-efficacy theory and research by addressing three basic questions: (a) What is self-efficacy? (b) Where do self-efficacy beliefs come from? (c) Why is self-efficacy important? The chapter also discusses “collective efficacy”—group members' beliefs in their ability to collectively accomplish shared goals.


2020 ◽  
Vol 6 (3) ◽  
pp. 108-124
Author(s):  
Otmane Omari ◽  
Mohammed Moubtassime ◽  
Driss Ridouani

Self-efficacy, or confidence in one’s ability to do a task, is a key element that affects students’ motivation and performance. For that reason, the main purpose of this study was to collect specific information about students’ self-efficacy and factors affecting it. This includes comparing the differences between three Moroccan universities representing public and private institutions in terms of students’ self-efficacy. A sample of 365 undergraduate students responded to the questionnaire on self-efficacy for self-regulated learning on a 5-point Likert scale. The findings demonstrate that students' level of self-efficacy is moderate. With regard to the differences between the three universities, a slight difference was found in favor of the private one. Meanwhile, third-year students reported greater self-efficacy than first and second-year students. However, no statistically significant differences were found between male and female students. More importantly, the results reveal that students’ living circumstances during the academic year and their initial motive behind enrolling in university affected their self-efficacy beliefs. Overall, this study provides teachers and practitioners with insights about self-efficacy that could be used to promote students’ success in Moroccan universities.


Author(s):  
Mildin Jeminez Retutas ◽  
Marilyn Torela Rubio

Over the past few years, teaching and learning of statistics have been influenced by the emergence of the reform movement in education such as the K-12 basic education curriculum. Those of statistics concepts have changed both elementary and secondary level. Considering the educational reform in the Philippines, the study was conducted to determine whether there are significant differences of the determinants such as gender, type of school, parent’s educational level, family monthly income, family size and Senior High School track preference to students’ self-efficacy beliefs, attitudes towards Statistics, and performance in Statistics. The causal-comparative research design was used for comparing two or more groups to find the differences or determine whether the independent variable influences the dependent variable. The data were gathered from 570 senior high school students of both public and private schools in Mindanao, Region XI. The study adopted the questionnaires on self-efficacy beliefs and attitude towards Statistics while it utilized a researcher-made questionnaire for performance in Statistics. Multivariate Analysis of Variance (MANOVA) was used to determine whether multiple levels of independent variables on their own or in combination with one another influence the dependent variables. The findings revealed that among the demographic factors, only type of school has a significant difference to the self-efficacy beliefs, attitudes towards Statistics, and performance of senior high students in Statistics. Implications from the findings of this study might suggest that improving of K-12 school facilities by the school public administrators and collaborative effort of teachers to enhance the students’ self-efficacy, attitudes towards statistics and teaching statistics reveals optimistic results.  Also, school administrators may provide opportunities for Statistics teachers to hone their pedagogical skills in promoting and building students’ self-confidence and interest in the subject.


2019 ◽  
Vol 14 (2) ◽  
pp. 190-200 ◽  
Author(s):  
Nese Ozkal

This study investigated secondary school sixth, seventh and eighth graders’ self-efficacy beliefs, engagement and disaffection in Math lessons and academic achievement in relation to learning Mathematics and Math performance. The study was conducted with the voluntary participation of 651 sixth, seventh and eighth graders attending secondary school. Research data were collected with the help of ‘Engagement and Disaffection Scale’, ‘Self-Efficacy sub dimension’ of ‘Motivation Scale’ related to learning and performance and students’ Math first semester grades. It was identified in the study that students’ self-efficacy beliefs in learning and performance in Math significantly and positively predicted their Math achievement. Behavioural and affective disaffection in Math lessons were found to predict Math achievement negatively. It was determined in the study that students’ self-efficacy beliefs related to learning and performance in Math significantly predicted their behavioural and affective engagement in Math positively while predicting their behavioural and affective disaffection negatively. Keywords: Math, engagement, self-efficacy, academic achievement.


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