The importance of self-efficacy as a mediating variable between learning environments and achievement.
The purpose of this research was to investigate the extent to which self-efficacy acts as a mediating variable between the learning environment and achievement. Seven year 5 classes (N = 179 students aged 9 to 10 years) were allocated randomly to cooperative, competitive or individualistic environments for twice-weekly social studies lessons, changing environments after five weeks. Data collected on self-efficacy and achievement in weeks 5 and 10 indicated that co-operative environments led to higher self-efficacy and achievement as well as more appropriate behaviour. The performance of particular tasks under competition appears to be enhanced when students have previously worked co-operatively, but may be difficult to sustain as self-efficacy and behaviour standards decline.
Moriarty
B
B
Faculty of Education, Central Queensland University, Australia.
Douglas
G
G
Punch
K
K
Hattie
J
J
D002648:Child; D003163:Competitive Behavior; D003299:Cooperative Behavior; D004522:Educational Status; D005260:Female; D006801:Humans; D007207:Individuation; D008297:Male; D012649:Self Concept; D012931:Social Environment; D013334:Students / Q000523:psychology*