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Purl, Justin D. "Collective Control: Collective Efficacy's Role in Team Resource Allocation". Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1412876236.
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Benson, Scott Jason. "Culture and Collective Teacher Efficacy: A Case Study in Efficacy". BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/9226.
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The concept of collective teacher efficacy was first introduced by Bandura (1997) in the 1990's. Hattie's (2016) identification of collective teacher efficacy as the number one influence on student achievement has led to the idea that educators within a school have the ability to positively impact student achievement. In his research, Bandura identified four sources of both individual and collective teacher efficacy: mastery experiences, vicarious experiences, social persuasion, and affective state. The purpose of this qualitative research study is to identify aspects of school culture that support collective teacher efficacy. This was done by interviewing 32 members of the faculty and staff at a K-8 school in New Zealand through a lens of social cognitive theory. Qualitative analysis of these interviews identified five core aspects of school culture that contribute to collective teacher efficacy: shared vision for learning, school systems, relationships, well-being, and collaboration. Based on the assumption that collective teacher efficacy can have a positive effect on student achievement, it is my assertion that understanding and applying these five aspects of school culture could have a significant and positive impact on student achievement.
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Patchell, Jason W. "Enhancing collective efficacy in elite youth basketball /". [St. Lucia, Qld.], 2006. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19782.pdf.
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Eisenbise, David A. "Diabetes Collective Efficacy Among Mexican American Adults". Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144339.
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Son, Veronica. "The effects of self-talk on self-efficacy, collective efficacy, and performance". University of Western Australia. School of Sport Science, Exercise and Health, 2008. http://theses.library.uwa.edu.au/adt-WU2009.0023.
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The primary purpose of this study was to examine the impact of different types of self-talk (i.e., group-oriented self-talk versus individual-oriented self-talk) upon self-efficacy, collective efficacy, and performance of a dart-throwing task in a group setting. The second object was to examine the interaction individuals' between individualistic or collectivistic orientations and self-talk on their perceptions of self-efficacy and collective efficacy. Participants were 80 university students (age, M = 22.25 years, SD = 4.41). A series of 3 (self-talk intervention levels) X 2 (individualism-collectivism levels) between-groups ANOVAs revealed that both self-efficacy and collective efficacy beliefs were significantly higher in the group-oriented self-talk condition than in the control condition. Consistent with efficacy beliefs, significant differences in performance improvement were found between the group-oriented-self-talk and the control condition. However, no interaction between self-talk and individualism-collectivism was found for self-efficacy or collective efficacy. The results suggest that in interdependent contexts, group-oriented self-talk strategies could be more effective in enhancing participants' confidence in their own abilities, their team's abilities, and performance than individual-oriented self-talk strategies. Limitations and implications for the future study of efficacy beliefs within a group performance setting are discussed.
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Tinker, Amanda. "Teacher Expectations, Self-efficacy, and Collective Efficacy in Three Tennessee Literacy Networks". Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etd/3698.
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The purpose of this quantitative study was to determine if there was a significant difference in the dependent variables- teacher expectations, self-efficacy, and collective efficacy among the three levels of the independent variable- membership in one three literacy networks in Tennessee- Leading Innovation for Tennessee (LIFT), Read to Be Ready Coaching Network (RTBR), and Tennessee Early Literacy Network (TELN)- and if significant correlations existed between the dependent variables for each network. The population consisted of 161 K-3 Tennessee teachers who had been involved in the work of one of the three networks. Participants responded to an online survey via Google Forms which combined questions from published surveys found to be valid and reliable in measuring teacher expectations, self-efficacy, and collective efficacy. Quantitative data were analyzed with a series of one-way analysis of variance tests, and Pearson correlation coefficients.
The mean score for the LIFT network was significantly higher in teacher expectations, self-efficacy, and collective efficacy than RTBR or TELN. Strong positive correlations were found between self-efficacy and collective efficacy for each of the three networks, moderate correlations between teacher expectations and collective efficacy were found in LIFT and TELN, and a moderate correlation was found between teacher expectations and self-efficacy in LIFT.
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Gearhart, Michael C. "Preventing Neighborhood Disorder: The Role of Mutual Efficacy in Collective Efficacy Theory". Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1492500155232185.
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Soisson, Barbara. "Believing Becomes Doing: Developing Teacher, Principal, and Collective Efficacy in Middle School". Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/13276.
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Student achievement is influenced by efficacy, a construct linked to behaviors that promote learning. The researcher investigated the strength of the relationships between teacher, principal, and collective efficacy at middle schools within a metropolitan area that received Outstanding Oregon State Report Card ratings for 2010-2011. Teachers and principals completed questionnaires to assess their beliefs about executing specific academic and behavioral tasks. The survey instruments were previously validated. Responses to open-ended questions provided insights into practices that develop efficacy. It was hypothesized that teachers and principals would report strong senses of individual and collective efficacy. Findings showed a moderate relationship between teacher and collective efficacy and a moderate relationship between academic efficacy beliefs and behavioral efficacy beliefs at the teacher and collective levels. The middle schools with higher levels of teacher, collective, and principal efficacy were characterized by collaborative cultures focused on improving instruction and leadership that promoted collaboration and growth.
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Kiesel, Claire Marie. "Perceptions of Collective Efficacy as a Mediator: An Examination of the Perceptions of Group Cohesion, Social Loafing, and Collective Efficacy". Xavier University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1534937246305126.
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Prusak, Kyla J. "Principal Leadership Behaviors that Affect Teacher Collective Efficacy". Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703293/.
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Research continues to support the positive link between teacher collective efficacy and student achievement. The purpose of this study was to better understand how principal leadership behaviors affect teacher collective efficacy beliefs. The study was designed around Goddard, Hoy, and Hoy's construct of teacher collective efficacy, which is grounded on Bandura's efficacy constructs. The sequential mixed-methods study was designed to examine the perceptions of teacher participants from one Texas Title I middle school regarding principal leadership behaviors. A case study approach was used to construct meaning from teachers' perceptions about the effects of principal behaviors on teachers' beliefs regarding the components of collective efficacy. The quantitative portion of the study (a survey) examined teacher perceptions of their collective efficacy beliefs regarding various facets of the school organization. The qualitative portion (focus group and individual interviews) centered on what teachers perceive to be the impact of principal leadership behaviors on their teacher collective efficacy. Findings from the quantitative portion of the study suggest that teachers perceive their levels of collective efficacy to be higher when reflecting on factors that are primarily connected to school, like learning, motivating students, and handling student discipline issues. Findings from the qualitative portion of the study suggest that when principals exhibit collaboration, empowerment, relationship building, and trust, teachers perceive the leader to be effective. The study was limited to one Title I middle school so an extension to the study which would include other middle or additional high schools is recommended.
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Lee, Kyle A. "THE INFLUENCE OF COLLECTIVE INSTRUCTIONAL LEADERSHIP ON TEACHER EFFICACY". UKnowledge, 2015. http://uknowledge.uky.edu/edl_etds/12.
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In understanding leadership to be the single most important factor in shaping a school’s performance, and second highest factor influencing student achievement, it is a necessity for investigations to focus on what successful leaders do to have excelling schools. Research has alluded to the understanding that the principal can no longer serve as the sole instructional leader of a school. This need for collaboration within the organization places a weight on principals to incorporate others within the school decision-making process.
This study examined how collective instructional leadership is currently influencing teacher efficacy in high performing central Kentucky elementary schools. Data were collected through individual principal interviews and focus-group interviews to gain perspectives about how collective instructional leadership is currently influencing teacher efficacy, individuals involved in collective instructional leadership, and actions leaders engage in to promote individual and collective teacher efficacy.
The findings of this study identified themes to support a hypothesis around how collective instructional leadership is influencing teacher efficacy. Through the finding of this study a working model of collective instructional leadership was developed. Findings indicate the four working dimensions within the collective instructional leadership model will help raise both individual and collective teacher efficacy within schools.
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Imhoff, Paul W. "Servant Leadership and Collective Teacher Efficacy: Do higher levels of servant leadership behaviors in elementary principals lead to increased collective teacher efficacy?" Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531819909906669.
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Connelly, Kristen Quirk. "The Impact of Teacher Self-Efficacy and Collective Efficacy at the Middle School Level". Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/380154.
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Educational AdministrationEd.D.
The primary goal of this mixed method study is to investigate and analyze how the nature and structure of the widely accepted middle school and teaming models impact individual teacher efficacy as well as collective efficacy. I examined the implications of these models on the levels of efficacy for both teamed and non-teamed teachers. Both social cognitive theory and belonging theory informed the research study. The mixed method study was conducted at seven suburban middle schools in four districts outside of a major city in the northeastern section of the country. Each middle school utilizes the teaming model as the focal point of their philosophy. Research data were gathered from volunteer teachers through the administration of an online 37-item survey and voluntary individual follow-up interviews. In addition, principal interviews served to give background and cultural information at the building level. Themes from survey data informed the interview protocol. A review of historical documents provided additional information. The data were analyzed and themes were extracted in order to provide recommendations for these particular middle schools. Based on the collected data, teachers working at the middle school level can experience varying levels of both individual teacher and collective efficacy based on teaching position and experience. Implications for further research in the area of teacher and collective efficacy at the middle school level are noted.
Temple University--Theses
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Kravchenko, Evgeniya <1987>. "Percieved Organizational Efficacy in Internationalized Companies: Application of Competing Values Approach and Collective Efficacy". Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2014. http://amsdottorato.unibo.it/6280/1/Kravchenko_Evgeniya_tesi.pdf.
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This dissertation focuses on “organizational efficacy”, in particular on employees’ beliefs of organizational capacity to be efficacious. Organizational efficacy is considered from two perspectives – competing values approach and collective efficacy, and evaluated in internationalized companies. The dissertation is composed of three studies. The data were collected in thirteen Italian companies on different stages of internationalization for a total number of respondents is 358. In the first study the factorial validity of the competing values instrument (Rohrbaugh, 1981) was investigated and confirmed. Two scales were used to measure collective efficacy: a general collective efficacy scale (Bohn, 2010), and a specific collective efficacy scale, developed following suggestions of Borgogni et al. (2001), it evaluates employees’ beliefs of efficacy of organizations in the international market. The findings suggest that competing values and collective organizational efficacy instruments may provide a multi-faceted measurement of employees’ beliefs of organizational efficacy. The second study examined the relationship between organizational efficacy and collective work engagement. To measure collective work engagement the UWES-9 (Schaufeli & Bakker, 2003) was adapted at the group level; its factor structure and reliability were similar to the standard UWES-9. The findings suggest that organizational efficacy fully predicts collective work engagement. Also we investigated whether leadership moderates the relationship between organizational efficacy and collective work engagement. We operationalized leadership style with MLQ (Bass & Avolio, 1995); the results suggest that intellectual stimulation and idealized influence (transformational leadership) and contingent reward (transactional leadership) enhance the impact of organizational efficacy on collective work engagement. In the third study we investigated organizational efficacy and collective work engagement in internationalized companies. The findings show that beliefs of organizational efficacy vary across companies in different stages of internationalization, while no significant difference was found for collective work engagement. Limitations, practical implications and future studies are discussed in the conclusion.
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Kravchenko, Evgeniya <1987>. "Percieved Organizational Efficacy in Internationalized Companies: Application of Competing Values Approach and Collective Efficacy". Doctoral thesis, Alma Mater Studiorum - Università di Bologna, 2014. http://amsdottorato.unibo.it/6280/.
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This dissertation focuses on “organizational efficacy”, in particular on employees’ beliefs of organizational capacity to be efficacious. Organizational efficacy is considered from two perspectives – competing values approach and collective efficacy, and evaluated in internationalized companies. The dissertation is composed of three studies. The data were collected in thirteen Italian companies on different stages of internationalization for a total number of respondents is 358. In the first study the factorial validity of the competing values instrument (Rohrbaugh, 1981) was investigated and confirmed. Two scales were used to measure collective efficacy: a general collective efficacy scale (Bohn, 2010), and a specific collective efficacy scale, developed following suggestions of Borgogni et al. (2001), it evaluates employees’ beliefs of efficacy of organizations in the international market. The findings suggest that competing values and collective organizational efficacy instruments may provide a multi-faceted measurement of employees’ beliefs of organizational efficacy. The second study examined the relationship between organizational efficacy and collective work engagement. To measure collective work engagement the UWES-9 (Schaufeli & Bakker, 2003) was adapted at the group level; its factor structure and reliability were similar to the standard UWES-9. The findings suggest that organizational efficacy fully predicts collective work engagement. Also we investigated whether leadership moderates the relationship between organizational efficacy and collective work engagement. We operationalized leadership style with MLQ (Bass & Avolio, 1995); the results suggest that intellectual stimulation and idealized influence (transformational leadership) and contingent reward (transactional leadership) enhance the impact of organizational efficacy on collective work engagement. In the third study we investigated organizational efficacy and collective work engagement in internationalized companies. The findings show that beliefs of organizational efficacy vary across companies in different stages of internationalization, while no significant difference was found for collective work engagement. Limitations, practical implications and future studies are discussed in the conclusion.
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Mackenzie, Sarah. "Collective Efficacy and Collaborative Climate in Maine High Schools". Fogler Library, University of Maine, 2000. http://www.library.umaine.edu/theses/pdf/MackenzieSV2000.pdf.
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Lichacz, Frederick Michael John Carleton University Dissertation Psychology. ""The effects of perceived collective efficacy on social loafing."". Ottawa, 1992.
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Jeffrey, Wesley B. "Age, Plans to Move, and Perceptions of Collective Efficacy". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6921.
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There is a growing recognition that to more fully understand the complex dynamics of neighborhoods and communities, we must effectively link the micro- and macro-level dimensions of community processes. As important as collective efficacy at the macro level has been shown to be, literature looking at factors shaping the individual-level experience is relatively scarce. Since the latent community attribute of collective efficacy is largely measured as a function of individual perceptions, understanding what affects the individual is vital, especially in light of within-neighborhood heterogeneity. In this study, I use insights from social disorganization theory, the systemic model to community attachment, and a life-course perspective in order to examine why age is associated with perceptions of collective efficacy. Utilizing Wave 1 L.A.FANS data (N=2,619), results show that age is positively associated with perceptions of collective efficacy, but that this relationship is indirect, with plans to move as the key mediator between age and perceptions of collective efficacy. Surprisingly, other factors linked to social disorganization theory and the systemic model of community attachment are not important for explaining the age relationship. Overall, this study takes the next step at identifying significant predictors of individual perceptions of collective efficacy both from the structural macro-level perspective and the individual micro-level perspective. Additionally, this analysis adds another urban context to the literature by analyzing Los Angeles County, a distinct area from those most looked at in previous studies.
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Battersby, Sarah. "A social psychological model of collective action : the role of identification, collective efficacy and ideology". Thesis, University of Kent, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337010.
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Fagen, Danielle M. "Perceptions of Collective Efficacy among Abused Women in Rural Appalachia". Ohio University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1127166680.
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Naumann, Luisa Maria. "Collective efficacy as identified by teachers at Heritage Middle School, East Central Independent School District, San Antonio, Texas". Texas A&M University, 2008. http://hdl.handle.net/1969.1/85922.
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The primary purpose of this study was to investigate the collective efficacy of
teachers at Heritage Middle School in the East Central Independent School District in
San Antonio, Texas, and to determine the relationship between selected demographic
variables and the teachers' collective efficacy. The variables included teachers' ethnicity, gender, years of teaching at Heritage Middle School in the East Central
Independent School District, total years of teaching, and highest degree earned. The
researcher used the collective efficacy survey short form instrument developed by Roger
D. Goddard to assess the campus's collective efficacy survey. Answers to the following
questions were sought in this study.
The first question studied was, "What is the perceived collective efficacy as
reported by teachers at Heritage Middle School, East Central Independent School
District in San Antonio, Texas?" The results of the study indicated that the teachers who
participated in the study all mildly agreed that they had the ability to make all the
students at Heritage Middle School successful. The second question studied was, "What is the relationship between selected
demographic variables and the perceptions of the teachers regarding collective efficacy
at Heritage Middle School, East Central Independent School District in San Antonio,
Texas?" The results indicated that there were no statistically significant differences
between the variables of gender, ethnicity, length of time in the classroom, length of
time in the district, and length of time in the profession and the teachers' collective
efficacy.
During the 10 years that the Heritage Middle School has been in operation, there
have been six different principals resulting in six different approaches to the
management of the school. No research was found that explains how a school's
collective efficacy is affected when there are numerous administrative changes. Further
research that examines the relationship between stability of leadership and collective
efficacy of teachers is needed.
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Nicholson, Michael Raymond. "Transformational Leadership and Collective Efficacy: A Model of School Achievement". Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1048791183.
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Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xiv, 225 p.; also includes graphics (some col.) Includes bibliographical references (p. 207-225). Available online via OhioLINK's ETD Center
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Mc, Mullen Vickie. "Community engagement through Collective Efficacy: Building partnerships in an urban community to encourage collective action to increase student achievement in a neighborhood school". University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337718709.
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Rentz, Nancy Lee Davis Saxon Terrill F. "The influence of positive behavior support on collective teacher efficacy". Waco, Tex. : Baylor University, 2007. http://hdl.handle.net/2104/5083.
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Scott, Diana Dawn. "Leader behavior : the development of collective efficacy in collectivistic societies". Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1491.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Sciences
Psychology
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Clark, Chad Jeremy. "Self and Collective Efficacy Perceptions during Project-Based Learning Implementation". Ashland University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1397422154.
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Lackey, Jennifer Hayman. "A Model of Rural Delinquency: Collective Efficacy in Rural Schools". Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1479137758630378.
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Calcasola, Kimberly Straite. "The relationship between collective teacher efficacy and professional learning communities /". Abstract Full Text (HTML) Full Text (PDF), 2009. http://eprints.ccsu.edu/archive/00000580/02/Diss43FT.htm.
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Thesis (Ed.D.) -- Central Connecticut State University, 2009.Dissertation advisor: Anthony Rigazio-Digilio. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 108-122). Also available via the World Wide Web.
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Pangallo, Roxanne Garris. "The relationship between collective teacher efficacy and professional learning community /". Abstract Full Text (HTML) Full Text (PDF), 2008. http://eprints.ccsu.edu/archive/00000581/02/Diss44FT.htm.
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Thesis (Ed.D.) -- Central Connecticut State University, 2009.Dissertation advisor: Penelope Lisi. "... in partial fulfillment of the requirements for the degree of Doctorate in Educational Leadership." Includes bibliographical references (leaves 125-141). Also available via the World Wide Web.
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Shearer, David Andrew. "The measurement of collective efficacy and its manipulation through imagery". Thesis, Swansea University, 2008. https://cronfa.swan.ac.uk/Record/cronfa42297.
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Previous investigations of collective efficacy have lacked consistency in the way in which it has been conceptualised, operationalised, measured, and analysed. In addition; limited research has considered how collective efficacy might be manipulated to improve overall team performance. The broad aim of this thesis therefore, was to advance the understanding of collective efficacy measurement and its application in sport psychology. In chapter three, two separate studies were conducted to design and preliminarily validate a collective efficacy inventory for sport. Confirmatory factor analysis was used in the first study to assess the factorial validity of a pool of 18-items, and indicated that either a 10-item single-factor model or two 5-item models provided the closest fit to the conceptual model. In the second study, data collected using the 10 remaining items revealed both the 10-item and two five-item models had robust construct and criterion validity when correlated with three other theoretically related inventories. However, the two five-item models were highly correlated, indicating they measured the same construct. Therefore, given that longer inventories have greater internal reliability, the 10-item model was adopted as a measure of collective efficacy (Collective Efficacy Inventory; CEI) for the remainder of the thesis. The remaining experimental chapters of the thesis considered the psychological strategies appropriate for the manipulation of collective efficacy. Of the four basic psychological skills, imagery was proposed to have the strongest conceptual link with collective efficacy. Therefore, chapter four examined the relationship between different imagery types and individual perceptions of collective efficacy as a function of skill. Motivational general- mastery (MG-M) type imagery significantly predicted collective efficacy scores for the elite sample, indicating that MG-M type imagery was a suitable intervention for improving levels of collective efficacy. In chapter five, a multiple baseline across-groups design was then used to examine the effects of an MG-M type imagery intervention on perceptions of collective efficacy. Collective efficacy increased for the first group, became more consistent for the second, and did not change for the final group. Lower levels of intra-group variability were reported for all groups following the introduction of the intervention. The findings provided partial support for the use of MG-M type imagery interventions to enhance collective efficacy in an elite sports team. The overall findings of this thesis have increased understanding of the measurement of collective efficacy and its manipulation using imagery interventions. Practical recommendations are suggested for how the CEI can be used to monitor the effects of an imagery intervention on collective efficacy, and specific design implications for the delivery of the intervention to team sports.
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Larsen, Kathryn A. "The Operationalization of the Theoretical Antecedents of Collective Teacher Efficacy". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6759.
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Much research on collective teacher efficacy focuses on outcomes, mainly the benefits to students. However, there is no research that explores how teacher teams enact the theoretical antecedents to collective efficacy set out by Bandura (1977, 1993), namely vicarious learning, verbal persuasion, psychological arousal, and mastery experiences, to make such achievements possible. This qualitative study explores the experiences of two teams of secondary language arts teachers who were collectively efficacious and how they operationalized Bandura's theoretical antecedents of collective teacher efficacy in becoming so. After verification of levels of personal and collective efficacy, team interviews were held specifically addressing the implementation of the four antecedents. Interview transcripts were coded and restoried, highlighting critical incidents in the process of becoming collectively efficacious. The findings for these two teams show an incomplete understanding of collective efficacy. It is often thought that enacting the four antecedents will result in a collectively efficacious team; however, my study demonstrates that teachers must become effective teacher teams before they could develop collective teacher efficacy. My findings indicate that relationships among team members are crucial for successful implementation of other elements. Implications for administrators revolve around their important role in helping teachers develop collegial relationships with each other. Team relationships can also have a significant impact on novice teachers when proper mentoring and support are provided.
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Roos, Sarah Milne. "Self-efficacy, collective efficacy and the psychological well-being of groups in transition / Sarah Milne Roos". Thesis, North-West University, 2009. http://hdl.handle.net/10394/4904.
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The rapid rate of urbanisation, which is characteristic of the current South African context, could have important consequences for the psychological and physiological health of individuals (Malan et al., 2008; Vorster et al., 2000). Communities in transition face challenges that influence every component of human functioning (Choabi & Wissing, 2000; Malan et al., 2008; Van Rooyen et al., 2002; Vorster et al., 2000). Self-efficacy and collective efficacy are among constructs that have been shown to contribute to psychological well-being, and can serve as buffers that could make this process of adaption easier for communities in the process of urbanisation (Bandura, 1997; Karademas, 2006; Sui, Lu, & Spector, 2007).
Previously, a variety of studies have focused on self-efficacy and collective efficacy in other Western and Eastern contexts. There is however little information on the impact that these constructs have within an African context, and• especially on the well-being of individuals finding themselves in these communities in transition. As it has been demonstrated that contextual and cultural factors may influence the manifestation of psychological well-being (Cohen, Inagami, & Finch, 2008; Temane & Wissing, 2008; Wissing, & Temane, 2008; Wissing, Wissing, Du Toit, & Temane, 2006), more context-specific research is called for. Increased knowledge of self-efficacy and collective efficacy and how it manifests the African context could help with the promotion of the psychological well-being of groups in transition. Thus, the purpose of this study was to determine the differential influence of self-and collective efficacy on the psychological well-being of :individuals within a community in transition.
Participants were selected from a traditionally more collectivistic South-African cultural context. The research sample consisted of 1050 Setswana-speaking participants from both urban and rural areas. They completed measures including Community Collective Efficacy Scale (abridged) (CCES) (Carroll, Rosson, & Zhou, 2005), the Generalized Self-Efficacy Scale (GSE) (Schwarzer & Jerusalem, 1993), the Satisfaction with Life Scale (SWLS) (Diener, Emmons, Larsen, & Griffin, 1985) and the Affectometer 2 (short version) (AFM) (Kammann & Flett, 1983). The SWLS and AFM were used to measure the psychological well-being on cognitive judgemental and affective levels respectively. Descriptive statistics shed some light on the levels of self efficacy, collective efficacy and psychological well-being within this community.
Correlation analysis was done to test the relationship between self-efficacy, collective efficacy and psychological well-being, and regression analysis was conducted to show the degree to which self-efficacy and collective efficacy successfully predict the levels of psychological wellbeing in rural and urban contexts. Available literature (e.g., Klassen, 2004) suggests that collective values and shared beliefs would be more important to individuals within rural areas because of assumed traditional collectivistic orientation, and that individuals from urban areas will take on more individualistic values as urbanisation takes place. To test this assumption, it was hypothesized that collective efficacy would be a better predictor of psychological well-being than self-efficacy in the rural context, and that self-efficacy will be a better predictor of psychological well-being than collective efficacy in the urban context.
The results indicated that although the group as a whole experience slightly lower psychological well-being than that reported in previous studies, it seemed that psychological well-being might actually increase as urbanisation takes place. Satisfaction with life (SWL) seemed to be more strongly associated with urbanisation than affective well-being. The rural group's considerably lower SWL could possibly be explained by the perception of these individuals that people living in an urban environment have a better quality of life.
While the level of self-efficacy reported for the group as a whole was found to be comparable, albeit lower than results from previous studies, there were no relevant studies with which to compare our participant group's level of collective efficacy. Individuals living in an urban setting reported higher levels of self-efficacy and collective efficacy compared to the rural group This might indicate that individuals who move from a rural to an urban setting do not necessarily adopt individualistic values at the cost of their collectivistic cultural orientation, and in fact have more confidence in their individual and conjoint capabilities to achieve their goals. It was found that a significant relationship seemed to exist between self-efficacy, collective efficacy and the measures of psychological well-being, which suggests a dynamic interplay between these two constructs. Results showed that these individuals' beliefs in their individual ability, self-actualization and personal identity are important for their maintained well-being, and is strongly linked to their shared beliefs in the group's conjoint capabilities.
Results from the regression analysis showed that, in contradiction to the above hypothesis, self-efficacy had a significant influence on the prediction of psychological well-being for the group as a whole as well as in the rural context. Interestingly, collective efficacy had a significant influence on the variance in psychological well-being in the urban area. The effect of efficacy .beliefs on affective well-being seemed to stay the same irrespective of the context, while collective efficacy gained importance in the prediction of SWL in the urban context. This indicates that individuals from the urban context might attach even more value to their collective orientation when they move from the traditional collectivistic setting to a more individualised setting where collectivism is not a given anymore and they have to consciously work towards it.
In conclusion it can be said that efficacy beliefs remain important factors in the prediction of psychological well-being for individuals irrespective of the process of urbanisation or in which context they find themselves. The practical implication is that raising either self-efficacy or collective efficacy will lead to increased psychological well-being and possibly better adjustment during the urbanisation process. Although these results provided some answers, a number of questions were raised about widely held assumptions regarding the cultural orientation of individuals and the effect of urbanisation on cultural value systems.Thesis (M.Sc. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2009.
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Alavi, Seyyed Babak Education Faculty of Arts & Social Sciences UNSW. "A multilevel study of collective efficacy, self-mental models, and collective cognition in university student group activities". Awarded by:University of New South Wales. Education, 2005. http://handle.unsw.edu.au/1959.4/33242.
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The main goal of this study was to identify some determinants of collective efficacy in small groups. A multilevel approach was used to posit hypotheses and research questions relating individual and shared beliefs of collective efficacy to collective cognition activities, task interdependence, self-efficacy for group work, and collective orientation. A two-phase longitudinal design was employed. The sample comprised 270 university students, enrolled in seven courses and involved in 86 work groups in both phases of the study. All groups were required to perform interdependent academic tasks. The results of multiple regression analysis of aggregated variables provided some evidence that the more group members perceived themselves to be interdependent in the early stages of group work and assigned their tasks interdependently during group processes, the more likely they developed high collective efficacy in the final stages of group work. Collective efficacy was also related to the group average of self-efficacy for group work when task interdependence was high. Multilevel analysis was also used. These results showed that variation at the individual level was considerable, and there was significant but relatively little variation at the group level, with small effect sizes, for a few variables including collective efficacy. Structural equation modelling was used to confirm the theoretical framework at the individual level after accounting for group level variation. The results suggested that integration and constructive evaluation of ideas during group processes and self-efficacy for group work may have been determinants of collective efficacy at the individual level. Moreover, collective efficacy at the individual level was related to an interdependent perception of self in relation to other group members. The results suggest that helping group members learn how to evaluate and integrate each other???s ideas during group activities, and perceive themselves to be interdependent may enhance group capabilities for performing tasks. In addition, improving students??? self-efficacy for group work was identified as a key factor, as it may enhance a sense of interdependence among group members, improve the extent to which group members participate in integrating and evaluating ideas, and increase the whole group???s capabilities for performing tasks.
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Muttillo, Anthony J. Brown Kathleen M. "Schools of excellence and equity closing achievement gaps through collective efficacy /". Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2008. http://dc.lib.unc.edu/u?/etd,1522.
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Thesis (Ed. D.)--University of North Carolina at Chapel Hill, 2008.Title from electronic title page (viewed Sep. 16, 2008). "... in partial fulfillment of the requirements for the degree of Doctor of Education in the School of Education." Discipline: Education; Department/School: Education.
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Greenlees, Iain Alan. "The role of collective efficacy in the performance of sports teams". Thesis, University of Chichester, 1998. http://eprints.chi.ac.uk/803/.
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Recent research has highlighted the potential importance of collective efficacy in enhancing understanding of group productivity within both mainstream and sport psychology, The aim of this thesis was, within a sport and physical activity setting, to progress beyond examining the collective efficacy - performance relationship and to focus upon examining the mechanisms through which Bandura (1982,1986,1997) predicts collective efficacy influences performance. Consistent with Bandura's proposals it was predicted that collective efficacy beliefs would influence group activity choice, goal selection, effort allocation, persistence levels, affective (including competitive state anxiety) reactions and team-referent attributions. A further research aim was to examine potential sources of collective efficacy. Thus, the role of team performance experiences and the attributions to these experiences as determinants of collective efficacy beliefs were examined. To achieve these aims five studies, three experimental studies and two field based surveys, were conducted. The experimental studies provided support for the prediction that an individual's collective efficacy beliefs are important determinants of that individual's stated choice of activity for their group, the goals they advocate that their group adopts, and the effort they allocate to the group task. Partial support for Weldon and Weingart's (1993) proposed relationship between collective efficacy and group goal commitment was also observed. However, no support was found for the predicted differences in persistence between individuals high and low in collective efficacy. The second and third of these studies indicated that performance information was an important source of collective efficacy. The field based surveys also provided support for aspects of Bandura's model of collective efficacy. The first of these indicated the existence of a small, negative relationship between an individual's collective efficacy beliefs and the level of cognitive anxiety experienced prior to competition and a moderate, positive relationship between an individual's collective efficacy beliefs and the level of positive affect experienced prior to competition. The second of the survey studies indicated that individuals with high collective efficacy used more controllable attributions than did those with low collective efficacy. Furthermore individuals' collective efficacy beliefs were observed to influence the team-referent attributions made after perceived success and failure of the team's performance. Specifically following perceived poor performances, high collective efficacy individuals used more external and unstable attributions than did those low in collective efficacy, whilst following good performances high collective efficacy individuals used more internal and stable attributions. This study also provided support for the role of controllable team-referent attributions in mediating the influence of performance attainments on collective efficacy beliefs with the use of controllable attributions leading to increases in collective efficacy following success and failure. Overall the research conducted provides support for a number of the mechanisms through which it is proposed that collective efficacy operates on performance, and for the role of performance attainments and team-referent attributions in determining collective efficacy. It also provides further evidence for the importance of collective efficacy to the understanding of group productivity and individuals who constitute groups.
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Paes, Mayara Juliana. "Validação do Collective Efficacy Questionnaire For Sports (CEQS) para atletas brasileiros". reponame:Repositório Institucional da UFPR, 2014. http://hdl.handle.net/1884/36012.
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Orientadora : Profª. Drª. Joice Mara Facco StefanelloDissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciências Biológicas, Programa de Pós-Graduação em Educação Física. Defesa: Curitiba, 28/03/2014
Inclui referências
Área de concentração: Exercício e esporte
Resumo: O presente estudo objetivou validar a tradução e adaptação transcultural do Collective Eficcacy Questionnaire for Sports (CEQS) para atletas brasileiros de diferentes modalidades esportivas coletivas. Realizou-se a técnica de tradução reversa (back translation) e, posteriormente, a validação de conteúdo do Questionário de Eficácia Coletiva para o Esporte (CEQS) por um grupo de 10 especialistas, por meio do Coeficiente de Validade de Conteúdo (CVC) para a clareza de linguagem, pertinência prática e relevância teórica dos 20 itens. A dimensão teórica também foi analisada por meio do índice de concordância Kappa. A correspondência entre as versões em inglês e português foi avaliada por um grupo de 10 atletas bilíngues, considerando o Índice de Correlação Intraclasse (ICC) e Índice Kappa. Realizou-se Análise Fatorial Confirmatória (AFC) para verificar a adequação do modelo de cinco fatores do CEQS. Calcularam-se os índices de consistência interna geral e de cada questão pelo Alpha de Cronbach. A estabilidade da escala foi verificada por meio de teste e reteste da versão traduzida, sendo avaliada pelo Índice de Correlação Intraclasse (ICC), Índice Kappa e Correlação de Spearman. A validade de critério foi avaliada pela correlação de Spearman entre o Questionário de Eficácia Coletiva para o Esporte (CEQS) e o Questionário de Ambiente Grupal (GEQ). A sensibilidade do CEQS foi verificada por meio de média, desvio padrão e valor mínimo e máximo do escore do CEQS para três categorias etárias diferentes: infantil, infanto-juvenil e adulto, com atletas de ambos os sexos. A validação de conteúdo obteve índice geral de validade de 0,90, considerado aplicável. A correlação entre as versões em inglês e português do instrumento, respondidas pelos atletas bilíngues, apresentou valor de ICC acima de 0,70 para a maioria dos itens, indicando correspondência entre as duas versões. A Análise Fatorial Confirmatória (AFC) apontou valores próximos aos recomendados pela literatura para confirmar a adequação do modelo multidimensional de cinco fatores. A consistência interna apresentou valores de Alpha de Cronbach por itens e geral a= 0,93 adequados. O escore total apresentou valor suficiente (0,74), indicando possível estabilidade do instrumento. Houve correlação moderada e positiva entre o CEQS e o GEQ, revelando a validade de critério do CEQS. A sensibilidade do CEQS foi confirmada para as categorias infantil, infanto-juvenil e adulta feminina e infantil masculina. Para as categorias infanto-juvenil e adulto masculinas, sugere-se mais investigações quanto à sensibilidade da escala. Conclui-se que o Questionário de Eficácia Coletiva para o Esporte demonstrou boas propriedades psicométricas quanto à validade de conteúdo, construto e critério, bem como de fidedignidade (consistência interna e estabilidade temporal), além da sensibilidade, principalmente para as categorias infantil, masculina e feminina. No entanto, torna-se necessário que outros estudos sejam conduzidos para confirmar a sensibilidade para as demais categorias etárias.
Abstract: This study aimed to validate the translation and cross-cultural adaptation of the Collective Eficcacy Questionnaire for Sports (CEQS) for Brazilian athletes of different collective sports. Held a back-translation technique (back translation) and, subsequently, the content validation of the Collective Efficacy Questionnaire for Sports (CEQS) by a group of 10 experts, through the coefficient of Content Validity (CVC) to clarity of language, practical relevance and theoretical relevance of 20 items. The theoretical dimension was also analyzed using the Kappa index. The correspondence between the Portuguese and English versions was evaluated by a group of 10 bilingual athletes, considering the Intraclass Correlation Coefficient (ICC) and Kappa. Held Confirmatory Factor Analysis (CFA) to verify the adequacy of the five-factor model of CEQS. It was calculated the rates of overall and internal consistency of each question by Cronbach's alpha. The stability of the scale was verified by testing and retesting the translated version, being assessed by the Intraclass Correlation Coefficient (ICC), Kappa and Spearman correlation. Criterion validity was assessed by Spearman correlation between the Collective Efficacy Questionnaire for Sports (CEQS) and Group Environment Questionnaire (GEQ). The sensitivity of CEQS was verified by mean, standard deviation and minimum and maximum score of CEQS for three different age categories: infant, juvenile and adult, with athletes of both gender. The content validation finding general validity index of 0,90, considered applicable. The correlation between the Portuguese and English versions of the instrument, answered by bilingual athletes, showed a value of ICC above 0,70 for most items, indicating correspondence between the two versions. A Confirmatory Factor Analysis (CFA) showed values close to those recommended in the literature to confirm the suitability of the multidimensional model of five factors. The internal consistency showed Cronbach's alpha values for items and generally suitable a = 0,93. The total score showed sufficient value (0,74), indicating possible stability of the instrument. There was a moderate positive correlation between CEQS and GEQ, revealing the criterion validity of CEQS. The sensitivity of CEQS was confirmed for child categories, juvenile and adult female and male infant. For juvenile and adult male categories, suggest further investigation as the sensitivity of the scale. It was conclude that the Collective Efficacy Questionnaire for Sport has demonstrated good psychometric properties with respect to content validity, construct and criterion, as well as reliability (internal consistency and temporal stability), and the sensitivity, especially for the infant, male and female categories. However, it is necessary that further studies will be conducted to confirm the sensitivity for other age categories.
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Smith, Daryl Raymond. "The effect of transactive memory and collective efficacy on aircrew performance /". Thesis, Connect to this title online; UW restricted, 1999. http://hdl.handle.net/1773/8734.
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Middelberg, Ted Martin. "The relationship between leader behaviors and job satisfaction and collective efficacy /". Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Manning, Clayton T. "Relationship Among Team Collective Efficacy, Cohesion, and Coaching Competency in Sports". DigitalCommons@USU, 2007. https://digitalcommons.usu.edu/etd/6125.
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A team's performance in any sport can be predicted by many factors. Some of these factors include team collective efficacy, team cohesiveness, and coaching competency. Currently, there is little research investigating the relationships among teams' beliefs about their capabilities, their level of cohesion, and their perceptions of coaching competency on overall sport performance. The purpose of this study was to document the relationship among collective efficacy, cohesion, and coaching on sport performance in a sample of university athletes. The objectives of this study were to identify the level of cohesion, collective efficacy, and perceptions of coaching competency by each athletic team at the university, and to identify the relationships among each of these variables in regard to sport performance. Participants were 163 collegiate athletes involved in eight sports at Utah State University during the 2005-2006 academic year. Correlational analysis revealed significant positive relationships with collective efficacy, cohesion, and coaching competency. Multi-level modeling and linear regression analyses revealed that collective efficacy was a significant predictor of win/loss percentage, whereas some aspects of cohesion and coaching competency were seen as predictors of collective efficacy.
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Borgegård, Per, i Anders Bergh. "Outcome expectancy i arbetslivet : Predicerar work locus of control, work self efficacy och collective efficacy outcome expectancy?" Thesis, Mälardalen University, School of Sustainable Development of Society and Technology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-7342.
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Bandura definierar (1997) outcome expectancy som individens skattning av sannolikheten att ett beteende ska leda till ett specifikt utfall. Utöver individens skattning av sitt eget beteendes följder (individual outcome expectancy), är hennes bedömning av sin grupps möjlighet att nå ett specifikt utfall (collective outcome expectancy) en del av begreppet (Riggs & Knight, 1994). Studien syftar till att undersöka huruvida arbetsrelaterad- self efficacy, locus of control och collective efficacy predicerar outcome expectancy. En enkätundersökning genomfördes med 102 deltagare från olika yrkesgrupper. Resultatet visade att arbetsrelaterad- self efficacy och locus of control samvarierade med individual outcome expectancy och att collective efficacy predicerade collective outcome expectancy. Dock var gruppstorleken av betydelse för prediktionen. Studiens hypoteser bekräftades av tidigare forskning.
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Pierce, Heather R. "The influences of culture, self-efficacy and collective efficacy on participation in voluntary learning and development activities". Thesis, Georgia Institute of Technology, 1996. http://hdl.handle.net/1853/28781.
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Brouwer, Janelle Leann. "Relationship between self-efficacy perceptions of the principal and collective teacher efficacy perceptions in four midwestern states". Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6064.
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U.S. public education is regulated by accountability policies designed to ensure that all students, and those who are responsible for their education, are held to high academic standards. Accountability policies at the federal and state level have unintended consequences for educators, with principals and teachers experiencing increased job stress, decreased job satisfaction, and increased numbers of teachers and principals leaving the profession.
The construct of efficacy may be a critical component in meeting the established accountability demands. Perception of self-efficacy is one’s personal belief in one’s ability to achieve a desired outcome. Similarly, perception of collective efficacy is a system-level construct, the collective belief of a group of individuals that, together, they can achieve a desired outcome. In general, efficacy beliefs are shaped by four primary sources: mastery experiences, verbal or social persuasion, vicarious experiences, and physiological or affective states. Beliefs of efficacy are also contextual in nature, varying across situations or settings. Within the field of education, beliefs of teacher and principal self-efficacy and of collective teacher efficacy have been shown to positively impact teacher and principal behaviors as well as student achievement.
Given the context of state accountability policies in the area of literacy and the known relationship between efficacy beliefs and student achievement, this study examined the following two research questions: (RQ1) How do principals feel about their abilities to lead their schools? and (RQ2) What is the relationship between principals’ perceptions of their abilities to lead their schools and collective teacher efficacy perceptions? The target population for the study included public elementary school principals and teachers from Illinois, Iowa, Missouri, and Wisconsin. Consenting participants completed a two-part survey, including demographic information and the Principal Sense of Efficacy Scale (Tschannen-Moran & Gareis, 2004) for participating principals or Collective Teacher Beliefs Scale (Tschannen-Moran & Barr, 2004) for participating teachers. Variables for analysis included: gender of the principal, the principal’s years at the school, school size, school type (rural, suburban, urban), socioeconomic status (SES) based on free or reduced lunch (FRL), special education (IEP), English Language Learners (ELL), race/ethnicity, student achievement based on percent of students scoring proficient on the state English Language Arts/Reading assessment, principal self-efficacy perceptions, and collective teacher efficacy perceptions. The researcher employed descriptive statistics, t-tests, one-way ANOVAs, correlational analysis, and hierarchical multiple regression analyses to answer the research questions.
Results indicated principal self-efficacy perceptions were significantly different based on school type (rural, suburban, urban) and free or reduced lunch (FRL) but not by other demographic variables of the principal or the school. In addition, principal self-efficacy perceptions were positively correlated with collective teacher efficacy perceptions (r= .435, p< .05). Furthermore, perceptions of principal self-efficacy were not a significant predictor of collective teacher efficacy perceptions. Years of experience in the building of the principal was the only significant predictor of perceptions of collective teacher efficacy.
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Rose, Geoffrey. "Socially and Emotionally Competent Leadership: Practices That Shape the Sources of Collective Efficacy". Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108807.
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Thesis advisor: Raquel MuñizResearch has shown that collective efficacy, school-based leadership, and social and emotional (SEL) competencies positively contribute to student success. In the context of education, collective efficacy refers to whether teachers believe in the ability and capacity of their colleagues to support the achievement of all students. Limited research has examined the bridge between leadership practices and the primary sources of collective efficacy: mastery experiences, vicarious experiences, verbal/social persuasion, and affective states. The purpose of this qualitative case study was to identify leadership practices and determine how they shaped the sources of collective efficacy. Findings indicated that leadership practices – meeting time, professional development, positive praise, coaching, feedback, and sharing expertise – modeled the SEL competencies of social awareness, relationship skills, and responsible decision-making. Implications of these findings further establish the sources of collective efficacy as influential factors that shape adult interactions, actions, reflections, and ultimately, student achievement
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Graham, Joe Wilson. "Leadership behaviors and collective efficacy as perceived by teachers of schools in the Katy Independent School District". Texas A&M University, 2003. http://hdl.handle.net/1969.1/6004.
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The primary purposes of this study were to discover any connections between
leadership effectiveness and collective efficacy from campuses in the Katy Independent
School District. It also was designed to discover other possible connections between
teacher demographic variables and collective efficacy. The research study for leadership
was based on the leadership work of Kouzes and Posner and the survey they created, the
Leadership Practices Inventory (LPI). The collective efficacy piece was based on the
work of Roger Goddard and his work on the collective efficacy survey for school
personnel.
Leadership effectiveness had a low positive correlation on collective efficacy.
All five practices also had a low positive correlation on collective efficacy. These
practices are: Model the Way, Inspire a Shared Vision, Challenge the Process,
Encourage Others to Act, and Encourage the Heart. The Challenge the Process practice
had the highest correlation on collective efficacy.
Each of the practices had breaks at the 30th and 70th percentile groups based on
Kouzes and PosnerâÂÂs norming group of approximately 18,000 participants. Schools
scoring in the below the 30th percentile group in the Model the Way practice werestatistically significantly different than schools scoring in the middle or upper ranges.
Schools scoring in the below the 30th percentile group in the Encourage Others to Act
practice were statistically significantly different than those scoring in the middle or
upper groups as well. There were no other practices showing significant differences in
their respective groups.
Most length of employment variables showed a low correlation on leadership
effectiveness and collective efficacy. Length of employment in Katy ISD had a
moderate negative correlation on leadership effectiveness.
The researchers categorize schools as schools with high or low collective
efficacy based on the teacher comments. High collective efficacy schools commented
that they worked as teams and had administrative support. Lower collective efficacy
schools mentioned administrative constraints, home life issues, lower administrative
support, and lower discipline.
The schools were categorized as positive leadership mentioned administrative
support, encouragement, and principals who listened. In more negative leadership
schools, teachers commented about communication problems and minimal rewards.
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Bonniface, Leesa N. "A drop in the bucket: Collective efficacy perceptions affect waste minimising behaviours". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/7.
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The goal of this thesis was to inform a social marketing effort designed to increase environmentally friendly behaviours in an effort to ensure a more sustainable future. This study attempted to gain a better understanding of the discrepancy that exists between pro-environmental concerns and pro-environmental actions by exploring efficacy perceptions. Efficacy beliefs were compared for three groups of individuals: 1) environmentally active/members of an environmental group; 2) environmentally active/not members of an environmental group; 3) environmentally inactive and not members of an environmental group. Six focus groups were conducted and interviewees were recruited from the Earth Carers' organisation and the suburb of Subiaco in Western Australia. The results indicated that having confidence in one's ability to perform waste minimising activities (self-efficacy) and believing that one's own actions are effective in reducing waste (solution efficacy) were related to being environmentally active and belonging to a defined environmental group.
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Nilsson, Emma. "Handbollspelares efficacy på individ och kollektiv nivå, samt tävlingsnivån vid utövandet". Thesis, Halmstad University, School of Social and Health Sciences (HOS), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-3133.
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Syftet var att undersöka handbollsspelares generella efficacy, individuella - och kollektiva efficacy inom handbollssituationer samt nivån av utövandet. Studien bestod av två delar. Den första var kvantitativ med två frågeformulär; Schwarzers och Jerusalems Generell Self-Efficacy Scale samt Chase, Feltz och Lirggs Team Efficacy Questionnaire. Två lag från elitnivå (n=36) och två från lägre nivå (n=37) representerades. Resultatet visade att handbollsspelare på högre nivå har en högre grad av self-efficacy och kollektivt efficacy än de på lägre nivån. Den kvalitativa delen bestod av fyra intervjuer, två från varje nivå. Resultatet indikerade till särdrag mellan grupperna, gällande vad self-efficacy och kollektivt efficacy baserades på. Fortsatt forskning kring området är väsentligt för att öka förståelsen för spelares och ledares handlingar, därav kunna höja prestationen.
The purpose was to examine handballsplayers general efficacy, self-efficacy, collective efficacy and two levels within the sport. The study had two parts. Part one had a quantitative approach with two questionnaires; General Self-efficacy Scale (Schwarzer & Jerusalem, 1995) and Team Efficacy Questionnaire (Chase, Feltz & Lirgg, 2003). Two teams of the highest (n= 36) and two teams of a lower (n= 37) level were represented. The result showed that the athletes in the higher level had higher Self-Efficacy and Collective Efficacy. Part two was qualitative and contained four interviews. The result indicated that there was a difference between the two levels within the sport. Continued research is important to increase the comprehension in this area, and there for increase the athletes’ performances.
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Egger, Karen J. "An exploration of the relationships among teacher efficacy, collective teacher efficacy, and teacher demographic characteristics in conservative Christian schools". Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5376/.
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The purpose of this study was to determine whether teachers' perceptions of self-efficacy and collective teacher efficacy are interrelated and how these two constructs may be impacted by teacher demographic characteristics, such as educational level, grade level taught, and number of years of teaching experience. This study focused entirely on the interrelationships of teacher efficacy and collective teacher efficacy in three suburban, conservative Christian schools in north Texas. Specifically, the demographic characteristics of age, gender, ethnicity, particular school campus, number of years teaching, number of years teaching at the current school, highest degree received, type of teacher certification, certification grade level and subject area, grade level taught, and particular subject taught were studied for the non-random, convenience sample of 216 kindergarten through twelfth grade teachers. A correlational analysis of teacher efficacy and collective teacher efficacy yielded a Pearson r of .35 at a statistically significant level (p < .01); combining these two variables with teacher demographic variables in multiple regression analyses confirmed the relationship between teachers' perceptions of teacher efficacy and collective efficacy at a statistically significant level (p < .001). A review of the squared structure coefficients in the first multiple regression analysis (R2 = .284, p < .001) showed that individual teachers' perceptions of collective teacher efficacy explained the largest amount (43%) of the variance in teacher efficacy, followed by years of teaching experience (17%) and number of years of teaching at the current school (14%). A review of the squared structure coefficients in the second multiple regression analysis (R2 = .395, p < .001) indicated that individual teachers' perceptions of teacher efficacy explained the largest amount of variance in collective teacher efficacy (31%), followed the elementary teacher variable (22%) and particular school (19%).
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Bowers, Trent H. "Connections between Ethical Leadership Behavior and Collective Efficacy Levels as Perceived by Teachers". Ashland University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1236110353.
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Ledgerwood, Angela D. "SUPPORTING SUCCESSFUL IMPLEMENTATION OF EVIDENCE-BASED PROGRAMS: ASSESSING READINESS AND COLLECTIVE EFFICACY". Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1188345941.
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Saab, Rim. "Developing efficacy and emotion routes to solidarity-based and violent collective action". Thesis, Cardiff University, 2011. http://orca.cf.ac.uk/13306/.
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This thesis follows two independent lines of investigation on social psychological predictors of collective action, focusing on solidarity-based action among bystander groups in the first part, and violent forms of collective action in the second part. In Studies 1-3, I examine predictors of collective action among third parties in solidarity with a disadvantaged group by extending a recent model which proposes two pathways to collective action, one emotion-based and the other efficacy-based (van Zomeren, Spears, Fischer, & Leach, 2004). I show that moral outrage and feelings of empathy with a disadvantaged group play an important role in predicting solidarity-based collective action tendencies, while sympathy seems to be an unreliable predictor. I also provide evidence that the perceived efficacy of collective action at consolidating the identity of the protesting movement can influence collective action tendencies directly but also indirectly by feeding into perceptions of the action’s political efficacy. In Studies 4-7, I examine whether the pursuit of violent forms of collective action is subject to considerations regarding the efficacy of both violent and nonviolent forms of action, and the interaction between these two. I show that violence support and violent action tendencies are generally positively predicted by violence efficacy but not consistently negatively predicted by nonviolence efficacy, as nonviolence efficacy and violence efficacy appear to interact in some contexts (Studies 4-6). Importantly, my studies reveal that people are more supportive of violent action the more efficacious it seems, even if nonviolent action is also a promising strategy. Further, when violent action seems to have low efficacy, people may still support its pursuit if they deem nonviolence to have low efficacy as well. Overall, the findings of this thesis contribute to current scholarly efforts at identifying novel predictors of collective action as well as predictors of different forms of collective action.