The effects of group composition of self-efficacy and collective efficacy on computer-supported collaborative learning

Although research has suggested that group composition plays an important role in collaborative learning, the role of motivation in group composition has rarely been taken into account. This study investigates the effects of group composition of self-efficacy (e.g. low, high, and mixed self-efficacy...

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Bibliographic Details
Published in:Computers in human behavior 2007-09, Vol.23 (5), p.2256-2268
Main Authors: Wang, Shu-Ling, Lin, Sunny S.J.
Format: Article
Language:English
Subjects:
Biological and medical sciences
Collective efficacy
Computer-supported collaborative learning
Educational psychology
Fundamental and applied biological sciences. Psychology
Group composition
Learning strategies
Motivation
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
Pupil and student. Academic achievement and failure
Self-efficacy
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Summary:Although research has suggested that group composition plays an important role in collaborative learning, the role of motivation in group composition has rarely been taken into account. This study investigates the effects of group composition of self-efficacy (e.g. low, high, and mixed self-efficacy) on group motivation (i.e. collective efficacy), collaborative learning behavior, and performance in a computer-supported collaborative learning environment. The results indicate that high self-efficacy groups have higher collective efficacy beliefs than low self-efficacy groups. Furthermore, high self-efficacy groups use more high-level cognitive skills during group discussion than low self-efficacy groups, despite no significant difference in usage of lowlevel cognitive skills among the three groups. This study also demonstrates that collective efficacy has positive effects on discussion behaviors and group performance. Students with higher collective efficacy not only use more high-level cognitive skills in group discussion, but also demonstrate better academic performance. Our research further indicates that students’ use of high-level cognitive skills in group discussion has positive effects on group performance. Finally, implications and suggestions for future research are also provided.
ISSN:0747-5632
1873-7692
DOI:10.1016/j.chb.2006.03.005