Abstract

This school-based study explored the role of collective and proxy efficacy beliefs in the performances of project-based learning teams comprising friends and acquaintances. Participants were 162 male students in Grade 8 who attended a Catholic high school, located in Sydney, Australia. Students were organized into 20 acquaintance groups and 21 friendship groups. Each group comprised 4 students who were completing project-based learning assignments in Geography, Religious Studies, and English. Data were self-reports and teacher-assessed group performance scores. Data collection occurred three times over a five-week period. Multilevel modeling was used to examine relationships between variables in the study. Statistically significant interactions involving group type, collective efficacy, and proxy efficacy were identified in Geography and Religious Studies. Implications are that it may be advantageous for teachers to assign students to friendship groups, provided they nurture collective efficacy, and that proxy efficacy may negatively affect group performance, depending on the context.

摘要

这项基于学校的研究探讨了集体和代理效能信念在由朋友和熟人组成的基于项目的学习团队的表现中的作用。参与者是162名8年级男学生，他们就读于澳大利亚悉尼的一所天主教高中。学生分为20个熟人小组和21个友谊小组。每个小组由4名学生组成，他们正在完成基于项目的地理，宗教研究和英语学习任务。数据是自我报告和教师评估的小组成绩。在五周的时间内，数据收集发生了三次。多级建模用于检查研究中变量之间的关系。具有统计意义的重大互动，涉及群体类型，集体效能，和代理功效在地理和宗教研究中被确定。这暗示着，如果教师培养学生的集体效能，将他们分配给友谊团体可能是有利的，并且代理效能取决于上下文，可能会对团体绩效产生负面影响。