Efficacy Beliefs and Interdependence When Being Assessed Working in a Group

Autor/inn/en	Forslund Frykedal, Karin; Chiriac, Eva Hammar; Rosander, Michael
Titel	Efficacy Beliefs and Interdependence When Being Assessed Working in a Group
Quelle	In: Educational Studies, 47 (2021) 5, S.509-520 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Forslund Frykedal, Karin) ORCID (Chiriac, Eva Hammar) ORCID (Rosander, Michael)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-5698
DOI	10.1080/03055698.2019.1706039
Schlagwörter	Self Efficacy; Group Dynamics; Student Evaluation; Cooperative Learning; Predictor Variables; Foreign Countries; Grade 5; Grade 8; Middle School Students; Gender Differences; Age Differences; Multiple Regression Analysis; Sweden + Suchen Sie Ihr Suchwort? Self-efficacy; Selbstwirksamkeit; Gruppendynamik; Schulnote; Studentische Bewertung; Kooperatives Lernen; Prädiktor; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Schweden
Abstract	The aim of this study was to investigate factors that can predict collective efficacy in student work groups year 5 and 8 at compulsory school and to see if there are gender and year differences for efficacy beliefs and aspects of interdependence. A total of 283 completed questionnaires were analysed. Hierarchical multiple regression was used to predict collective efficacy and 2 × 2 ANOVA was used to analyse gender and year differences and interactions for following five factors: collective efficacy, self-efficacy, negative interdependence, positive interdependence and importance of good assessment and marks. The result showed that independent of gender, year and school, self-efficacy, positive and negative interdependence predicted collective efficacy in connection with group work assessment. The result also showed that there were better conditions for cooperation in year 5 compared to year 8. Additionally, it was significantly more important for girls than boys to achieve good assessment and marks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01