Attitudes towards Being Assessed in Group Work: The Effects of Self-Efficacy and Collective Efficacy Moderated by a Short Educational Intervention

Autor/inn/en	Rosander, Michael; Forslund Frykedal, Karin; Hammar Chiriac, Eva
Titel	Attitudes towards Being Assessed in Group Work: The Effects of Self-Efficacy and Collective Efficacy Moderated by a Short Educational Intervention
Quelle	In: Psychology in the Schools, 57 (2020) 9, S.1404-1416 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Rosander, Michael) ORCID (Forslund Frykedal, Karin) ORCID (Hammar Chiriac, Eva)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22423
Schlagwörter	Student Attitudes; Student Evaluation; Cooperative Learning; Self Efficacy; Intervention; Group Dynamics; Gender Differences; Age Differences + Suchen Sie Ihr Suchwort? Schülerverhalten; Schulnote; Studentische Bewertung; Kooperatives Lernen; Self-efficacy; Selbstwirksamkeit; Gruppendynamik; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied
Abstract	Being assessed in group work is a balance between cooperation and competition. Self-efficacy and collective efficacy are important concepts in understanding how group work progresses and what attitudes assessment evokes. The aim of the study was to investigate the effects of a short educational intervention on the association between efficacy beliefs and attitudes towards being assessed in group work. In a randomized, controlled study of 22 pupil work groups, half of them got a short educational intervention. The work groups were formed for this study. The pupils answered a questionnaire before the intervention and after doing group work for 3 to 6 weeks with a study-specific task. A moderated mediation analysis showed that attitudes towards being assessed in group work significantly are related to self-efficacy mediated through perceived collective efficacy and that this relationship is stronger in the intervention group. In the context of work group assessment, we have shown that self-efficacy and collective efficacy are two separate, but related concepts that are dependent on each other when it comes to pupil attitudes towards group work assessment, and that a relatively short educational intervention to teachers and pupils had an effect on the attitude. However, the older girls' attitude towards group work assessment was the least positive of all, which may indicate that the intervention depends on gender and age. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01