When does group efficacy deteriorate group performance? Implications of group competency

In this paper we examine how groups develop normative contracts based on beliefs about the obligations other members of the group must fulfil in order to achieve group goals. The role played by perceived leadership – task- or relationship-oriented – was analyzed in relation to the development of relational normative contract and group performance. The study sample comprised 72 participants (24 groups of 3 members). A member of each team received training to be a group leader (task- or relationship-oriented leader). All groups worked on a simulation program: a complex decision-making managerial task. Group regulatory variables and group processes were evaluated during the simulation. Results showed that task-oriented leaders effected higher group efficacy and positivism among members of the group. In contrast, relationship-oriented leaders effected greater cohesion between the group's members. The final group performance is explained from the perspective of group efficacy and the relational normative contract.

Download Full-text

An Empirical Examination of Knowledge-Sharing Model in Information Systems Groups

Journal of Information & Knowledge Management ◽

10.1142/s0219649206001396 ◽

2006 ◽

Vol 05 (02) ◽

pp. 143-150

Author(s):

Jafar Ali ◽

Bassam Hasan

Keyword(s):

Information Systems ◽

Knowledge Sharing ◽

Group Performance ◽

Group Cohesion ◽

Behavioural Intention ◽

Direct Effects ◽

Group Efficacy ◽

Empirical Examination ◽

Factors Affecting ◽

Perceived Loafing

Knowledge-sharing represents a key ingredient for group performance and success in work projects. Thus, understanding factors affecting knowledge-sharing in group work settings is critical for group effectiveness and success. Based on organisational behaviour and information systems (IS) literatures, the present study suggests that group efficacy and group cohesion will have direct effects on perceived loafing. In turn, perceived loafing, group efficacy, and group cohesion are posited to have direct effects on a member's behavioural intention to share knowledge with other group members. The results revealed that group efficacy and group cohesion had negative effects on perceived loafing which, in turn, demonstrated a negative effect on behavioural intention to share knowledge. Group efficacy and group cohesion demonstrated non-significant direct effects on behavioural intention. These results provide valuable implications for research and practice.

Download Full-text

The Influence of Social Presence in Online Classes Using Virtual Conferencing: Relationships between Group Cohesion, Group Efficacy, and Academic Performance

Sustainability ◽

10.3390/su13041988 ◽

2021 ◽

Vol 13 (4) ◽

pp. 1988

Author(s):

Pilhyoun Yoon ◽

Junghoon Leem

Keyword(s):

Learning Environments ◽

Social Presence ◽

Group Performance ◽

Experimental Studies ◽

Group Cohesion ◽

Virtual Learning ◽

Virtual Learning Environment ◽

Virtual Learning Environments ◽

Group Efficacy ◽

Positive Effects

One of the important issues that computer-supported cooperative work (CSCW) and human-computer interaction (HCI) researchers want to solve through cooperative system design is the improvement of performance. The same is true for virtual learning environments. The role and importance of technology in education have increased due to the COVID-19 pandemic, while the need to explore factors that influence social and academic efficacy in virtual environments has increased based on the explosion in online virtual teaching environments and virtual conference apps. Based on the theoretical description of group cohesion for the purpose of enhancing further collaboration, this paper asks what role group cohesion plays and how significant it is to group efficacy and performance in virtual learning environments, and also whether a sense of social presence in a virtual learning environment plays a significant role in optimizing group cohesion and, thus, group performance. Experimental studies were conducted on a total of 121 people consisting of 35 virtual learning groups. Results show that a sense of social presence has a positive effect on group efficacy, and that the adjustment effect of social presence has significant positive effects on group cohesion and group efficacy. This study provides a theoretical and empirical basis for the design of methods that can maximize positive effects in support of group learning and collaboration in virtual learning environments.

Download Full-text

Effect of Self- and Group Efficacy on Group Performance in a Mixed-Motive Situation

Human Performance ◽

10.1207/s15327043hup1303_3 ◽

2000 ◽

Vol 13 (3) ◽

pp. 279-298 ◽

Cited By ~ 32

Author(s):

Gerard H. Seijts ◽

Gary P. Latham ◽

Glen Whyte

Keyword(s):

Group Performance ◽

Group Efficacy

Download Full-text

The Influence of Group Efficacy, Group Identification on Group Performance of University Students Organizations

Applied Mechanics and Materials ◽

10.4028/www.scientific.net/amm.357-360.2744 ◽

2013 ◽

Vol 357-360 ◽

pp. 2744-2747

Author(s):

Xiao Jun Li ◽

Liu Zhan Jia ◽

Yu Mei Zhang

Keyword(s):

University Students ◽

Group Performance ◽

Group Identification ◽

Student Organizations ◽

University Student ◽

Hierarchical Regression ◽

Group Efficacy ◽

Standard Coefficient ◽

The University ◽

The Impact

The current research test the impact of group efficacy and group identification on group performance within the university student organizations. Through questionnaires survey about group efficacy, group identification and group performance on the university students organizations members contained 127 male members and 166 female members. The hierarchical regression analysis shown that standard coefficient of group efficacy and group identification on group performance are .509(p<.001) and .304(p<.001) respect. The results proved that group efficacy and group identification has positively significance effect on group performance. The implications of these results for promote group performance was discussed.

Download Full-text

More than Meets the Eye: Investigating Imagery Type, Direction, and Outcome

The Sport Psychologist ◽

10.1123/tsp.19.1.1 ◽

2005 ◽

Vol 19 (1) ◽

pp. 1-17 ◽

Cited By ~ 31

Author(s):

Sanna M. Nordin ◽

Jennifer Cumming

Keyword(s):

Self Efficacy ◽

Group Performance ◽

Control Group ◽

Control Groups ◽

Group Efficacy ◽

Imagery Group ◽

Dart Throwing ◽

And Performance

The effects of imagery direction on self-efficacy and performance in a dart throwing task were examined. Two imagery types were investigated: skill-based cognitive specific (CS) and confidence-based motivational general-mastery (MG-M). Seventy-five novice dart throwers were randomly allocated to one of three conditions: (a) facilitative imagery, (b) debilitative imagery, or (c) control. After 2 imagery interventions, the debilitative imagery group rated their self-efficacy significantly lower than the facilitative group and performed significantly worse than either the facilitative group or the control group. Efficacy ratings remained constant across trials for the facilitative group, but decreased significantly for both the control group and the debilitative group. Performance remained constant for the facilitative and the control groups but decreased significantly for the debilitative group. Similar to Short et al. (2002), our results indicate that both CS and MG-M imagery can affect self-efficacy and performance.

Download Full-text