A Mixed-Methods Approach: Fostering Elementary Students' Collective Efficacy in a Digital Civic Learning Curriculum (Poster 8)

• In Event: AERA Poster Session 2
  In Poster Session: Motivation and Cognitive Processes in Classrooms (San Diego)

Abstract

The present study examines how 4th and 5th grade students’ collective efficacy (N=87) changed across a three-unit digital civic learning social studies curriculum and how students’ engagement related to their collective efficacy. Students participated in small-group discourse and worked with group members to solve civic-related dilemmas. Results from multilevel growth curve models indicated that, overall, there were no significant changes in collective efficacy pre- and post-intervention. However, students reported higher collective efficacy after each unit compared to before the unit. Additionally, higher emotional and behavioral engagement was related to higher collective efficacy. Our findings suggest short-term positive impacts on collective efficacy from our curriculum and highlight the role of engagement in enhancing students’ perceived competence in working in collaborative groups.

Authors

• Monica Lu, The Ohio State University

• Shantanu Tilak, Chesapeake Bay Academy

• Saetbyul Kim, Korean Educational Development Institute

• Narmada Paul, University of Kentucky

• Yue Sheng, The Ohio State University

• Irina Kuznetcova, Akita International University

• Kimiko Ching, The Ohio State University

• Minxuan Hong, The Ohio State University - Columbus

• Eric M. Anderman, The Ohio State University

• Michael Glassman, The Ohio State University

• Tzu-Jung Lin, The Ohio State University