Teaming up: Linking collaboration networks, collective efficacy, and student achievement

Moolenaar, Nienke; Sleegers, P.J.C.; Daly, Alan J.

doi:10.1016/j.tate.2011.10.001

Cited by 333 publications

(325 citation statements)

References 93 publications

(145 reference statements)

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“…These findings replicate and confirm prior research demonstrating the importance of team efficacy and interdependence for achieving high team performance (Gully et al 2002;Lemieux-Charles and McGuire 2006;LePine et al 2008). Moreover, they underline how in a traditionally individualistic task-context, perceived efficacy and task interdependence among university teachers may form the 'social glue' to build social networks within teams (Moolenaar et al 2012).…”

Section: Summary Of Findings and Implicationssupporting

confidence: 85%

“…To measure team efficacy, a five item scale was selected and adapted to our context (Moolenaar et al 2012) and was reliable (α = .77).…”

Section: Structural and Cultural Influencesmentioning

confidence: 99%

“…Team efficacy (Moolenaar et al 2012) 1. In our team, teachers sometimes give up, when developing a part of the module does not work out.…”

Section: Performance Measuresmentioning

confidence: 99%

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The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance: A Constructive or Destructive Combination?

Bron

Endedijk

Veelen

et al. 2018

Vocations and Learning

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In order for teams to build a shared conception of their task, team learning is crucial. Benefits of intra-team learning have been demonstrated in numerous studies. However, teams do not operate in a vacuum, and interact with their environment to execute their tasks. Our knowledge of the added value of inter-team learning (team learning with external parties) is limited. Do both types of team learning compete over limited resources, or do they form a synergistic combination? We aim to shed light on the interplay between intra-and inter-team learning in relation to team performance, by including adaptive and transformative sub-processes of intra-team learning. A quantitative field study was conducted among 108 university teacher teams. The joint influence of intra-and inter-team learning as well as structural (task interdependence) and cultural (team efficacy) team characteristics on self-perceived and externally rated team performance were explored in a path model. The results showed that adaptive intra-team learning positively influenced self-perceived team performance, while transformative intra-team learning positively influenced externally rated team performance. Moreover, intra-team and inter-team learning were found to be both a constructive and a destructive combination. Adaptive intra-team learning combined with inter-team learning led to increased team performance, while transformative intra-team learning combined with inter-team learning hurt team performance. The findings demonstrate the importance of distinguishing between both the scope (intra-vs. inter-team) and the level (adaptive vs. transformative) of team learning in understanding team performance. Teamwork has become a self-evident aspect of work in organizations (Kozlowski and Ilgen 2006). By means of team learning, teams build a shared conception of their tasks and how to execute them, which is crucial for team performance: the degree to which teams reach or transcend their goals (Antoni and Hertel 2009; Van den Bossche et al. 2011). The first models on team learning mainly focussed on learning processes within the team (Edmondson 1999). While the importance of teams' external environment has been stressed in theoretical models (Decuyper et al. 2010;Kozlowski and Bell 2013), to date, empirical studies investigating both intra-team learning and inter-team learning simultaneously are scarce. As a result, insight in how inter-team learning and intrateam learning mutually influence team performance is still lacking, with some studies pointing to an added value of inter-team learning (Bresman 2010), while others demonstrate that inter-team learning forms an interference to team performance (Wong 2004). In the current study, we take an interactive approach and study how intra-team learning and inter-team learning may complement or compete over each other in their contribution to team performance.Team learning has been studied in a variety of professional contexts, for example among medical staff in healthcare (Timmermans et al. 2012), mil...

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Section: Summary Of Findings and Implicationssupporting

confidence: 85%

“…To measure team efficacy, a five item scale was selected and adapted to our context (Moolenaar et al 2012) and was reliable (α = .77).…”

Section: Structural and Cultural Influencesmentioning

confidence: 99%

See 1 more Smart Citation

The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance: A Constructive or Destructive Combination?

Bron

Endedijk

Veelen

et al. 2018

Vocations and Learning

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“…A análise dos objetivos dos estudos que fazem parte desta revisão sistemática revela que a eficácia coletiva docente foi investigada em conjunto com as seguintes variáveis: (a) desempenho acadêmico -refere-se ao aproveitamento escolar dos alunos em sistemas institucionais de avaliação (Lee, Zhang, & Yin, 2011); (b) autoeficácia -é a crença do professor na sua própria capacidade para exercer com eficácia a sua função (Viel-Ruma, Houchins, Jolivette, & Benson, 2010); (c) comportamento infantil -refere-se ao comportamento disciplinar dos alunos nas séries iniciais do Ensino Fundamental (Lee et al, 2011);(d) estresse no trabalho -aplica-se ao estresse decorrente da rotina escolar no cumprimento da docência (Klassen, 2010); (e) redes de colaboração de professores -são as redes sociais de apoio que se estabelecem no ambiente de trabalho (Moolenaar, Sleegers, & Daly, 2012);(f) dimensão cultural -referente as características culturais de coletivismo ou individualismo (Klassen, Foster, Rajani, & Bowman, 2009); (g) satisfação no trabalho -é o grau em que as pessoas gostam da função que realizam (Duffy & Lent, 2009); (h) confiança nos colegas -é a confiança que um indivíduo tem no seu grupo (Lee et al, 2011); (i) estados emocionais -refere-se às experiências emocionais dos professores no ambiente escolar que podem influenciar o comportamento futuro (Stephanou, 2013); (j) formação profissional -aplica-se a uma contínua capacitação dos professores, visando ao aprimoramento da prática docente (Lee et al, 2011); (k) liderança do diretor -refere-se às atitudes de liderança de diretores de escolas, visando contribuir para a melhoria do desempenho docente e discente (Kurt, Duyar, & Çalik, 2012) A Figura 2 indica, ainda, o número de artigos que investigou as diferentes variáveis em conjunto com a eficácia coletiva docente. Destaca-se que as categorias não são exclusivas de um único estudo, uma vez que um mesmo artigo pode ter investigado uma ou mais variáveis.…”

Section: Objetivos Dos Estudosunclassified

“…O terceiro instrumento mais utilizado nos artigos foi a CE-Scale (short form), de Goddard (2002), aplicada em 2 estudos (Gibson, Dembo,1984;Moolenaar et al, 2012). Esse instrumento é a forma mais curta da CE-Scale (longform) e foi criada com a finalidade de aprimorar a primeira escala, sendo constituída por 12 itens, num contínuo de 1 a 6.…”

Section: Instrumento De Coleta De Dadosunclassified

Caracterização das Pesquisas sobre Eficácia Coletiva Docente na Perspectiva da Teoria Social Cognitiva

Ramos

Fernandez

Pontes

et al. 2016

Psic.: Teor. e Pesq.

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RESUMO -A eficácia coletiva de professores refere-se ao modo como os membros do corpo docente julgam as capacidades desse grupo para realizar as tarefas específicas de sua função. Este estudo objetivou revisar sistematicamente pesquisas sobre a eficácia coletiva docente, na perspectiva social cognitiva. Para tanto, foram realizadas buscas de artigos publicados entre 2010 a 2014, na base de dados da CAPES. O levantamento resultou em 12 artigos que contemplavam os critérios de inclusão pré-estabelecidos. Os resultados indicaram, por meio da análise dos objetivos dos artigos selecionados, que as variáveis mais utilizadas para estudar a eficácia coletiva foram: autoeficácia e satisfação no trabalho. Notou-se ainda que a maioria das pesquisas utilizou abordagem quantitativa, sendo necessário ampliar os estudos, aplicando técnicas qualitativas.Palavras-Chave: eficácia coletiva, professores, revisão sistemática Characterization of studies on collective teacher efficacy from a Social Cognitive Theory perspectiveABSTRACT -Collective efficacy of teachers refers to the way faculty members judge the capabilities of this group to perform the specific tasks of the ir function. This study aimed to systematic ally review studies on collective teacher efficacy from a social cognitive perspective. The refore, articles in the CAPES database published between 2010 to 2014were reviewed .The survey resulted in 12 articles which contemplated pre-established inclusion criteria. The results indicated by means of analysis of the objectives of the articles that the variables most commonly used to study the collective teacher efficacy were: self-efficacy and job satisfaction. It was also noted that the majority of the studies useda quantitative approach, indicating a necessity to expand the studies applying qualitative techniques.

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Lifelong and multirelational community detection to support social and collaborative e‐learning

Rebhi

Yahia

Bellamine

2022

Comp Applic In Engineering

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Learners' community choice has a crucial role in e‐learning effectiveness. Indeed, individual and structural factors (i.e., learners pre‐existing profiles and networks of interactions) significantly affect how learners develop a collaborative e‐learning environment. In this context, social network analysis, singularly community detection has been a good approach to improve collaborative environment through discovering pertinent learners' communities and new effective relations. However, with social media emergence, many real‐world networks, such as learners' networks, evolve the connections in multiple layers, where each layer represents a different type of relationship. This, combined with their continuous evolution over time, has brought new challenges to the field of community detection. Thus, this paper proposes a new configurable algorithm for detecting collaborative and lifelong communities within dynamic multirelational social learners' networks. To do so, this algorithm is based on a graph model to represent these different interactions as well as different learners' profiles and characteristics. Moreover, by using particle swarm optimization, it aims to optimize a configurable combined metric to detect the most relevant community appropriate to a given situation. Finally, it considers the temporal dimension to find the final lifelong community. By the end of this paper, experimental results using synthetic networks prove that the proposed algorithm achieves better results compared with other community detection algorithms. Therewith, experiments on a real e‐learning network show this algorithm's role in improving collaboration within learners' network.

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Teaming up: Linking collaboration networks, collective efficacy, and student achievement

Cited by 333 publications

References 93 publications

The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance: A Constructive or Destructive Combination?

The Joint Influence of Intra- and Inter-Team Learning Processes on Team Performance: A Constructive or Destructive Combination?

Caracterização das Pesquisas sobre Eficácia Coletiva Docente na Perspectiva da Teoria Social Cognitiva

Lifelong and multirelational community detection to support social and collaborative e‐learning

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