Group-Efficacy Beliefs in Cooperative Learning Contexts

• In Event: 28.092 - Sheraton Roundtable Two - Osgoode Ballroom
  In Roundtable Session: 28.092-3 - Efficacy and Learning in the Classroom

Abstract

The purpose of this study was to examine potential sources of group-efficacy in a cooperative learning activity. First, a latent factor was established using a theoretical model proposed by Gibson and Earley (2007) in order to capture beliefs about group work that are critical for predicting students’ group-efficacy development, otherwise known as the accumulation of information. The latent variable indicators were all significant except for ratings of other’s efficacy in their groups. Second, two different methods of measuring group-efficacy (aggregate self-efficacy and group discussion) were tested to determine the best method for predicting students’ performance on a group task. Only the aggregate self-efficacy measure yielded significant mediation for beliefs about group work and grades on group tasks.

Authors

• Jessica J. Summers, The University of Arizona

• Geillan Dahab Aly, University of Hartford

• Lia Falco, The University of Arizona