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The purpose of this study was to examine the relationship between group cohesion, group norms, and perceived social loafing among 118 soccer players playing junior league in Norway. Each player completed a questionnaire assessing group cohesion (task cohesion and social cohesion), team norms (productive norms, role involvement, and social support norms), and perceived social loafing. As predicted, all cohesion- and team-norm subscales were negatively correlated with perceived social loafing. Furthermore, the results showed that the players’ attraction to their team’s task as well as their perception of the productive- and social-support norm predicted perceptions of social loafing. A significant three-way interaction between task cohesion, social cohesion, and performance norm emerged. The analysis showed that the combination of high social cohesion, low task cohesion, and low team norms seems to underlie perceptions of social loafing.

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In order to optimize recruitment and the overall outcome of educational programmes, it is crucial to understand personal determinants of achievement. While several cognitive abilities and skills individually predict performance in academic and professional settings, it is less clear how personality translates into performance. This study addresses the impact of the Big Five personality trait, conscientiousness, on academic performance and instructor performance ratings and examines the mediating role of self-efficacy. Analysis of longitudinal data (Time 1: n = 166 (conscientiousness); Time 2: n = 161 (self-efficacy); Time 3: n = 136 (military performance) and n = 156 (academic performance)) from three military academies in Norway showed that conscientiousness was related to both military and academic performance. Moreover, self-efficacy emerged as a partial mediator for the relationship between conscientiousness and performance.