Attitudes towards being assessed in group work: The effects of self‐efficacy and collective efficacy moderated by a short educational intervention

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

Thwarting Instant Messaging Phishing Attacks: The Role of Self-Efficacy and the Mediating Effect of Attitude towards Online Sharing of Personal Information

“…In the current study, it was discovered that the belief that one has the ability and resources to acquire anti-phishing knowledge (self-efficacy) has a positive and significant influence on one’s attitude toward sharing personal information online. This finding supports the findings of several studies that self-efficacy is significantly related to attitude formation [ 110 , 111 ]. The previous study’s finding of an insignificant relationship between self-efficacy and attitude formation, on the other hand, was contradicted [ 112 , 113 ].…”

Is students’ teamwork a dreamwork? A new DCE-based multidimensional approach to preferences towards group work

“…From the point of view of both staff and students, this way of working brings advantages and disadvantages (Nokes-Malach et al, 2015;Šerić and Garbin Praničević, 2018). The main concern is the responsibility of each member, and the evaluation of group performance (Rosander et al, 2020). This is due to different expectations regarding group work, e.g., the study by Cera Guy et al (2019) shows that high-achievers see group work as collaborative learning and expect this mode of work less frequently, as they care about equal distribution of tasks, quality of work (Kanevsky et al, 2022) and appreciation of the individual contributions.…”

“…Literature on preference towards groupwork suffers from several methodological challenges. Most research on group work uses Likert-scale questions (Forrester et al, 2016;Marks and O'Connor, 2013;Rosander et al, 2020), which pose problems of interpretation and give biased results (Kreitchmann et al, 2019). Rating scale questions do not involve trade-offs and do not make respondents choose between attributes (Wijnen et al, 2015).…”

Managing Group Dynamics and Effectiveness of University Staff: Evidence from Nigeria

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