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Готові списки джерел за темами / Collective efficacy / Статті в журналах

Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Collective efficacy.

Статті в журналах з теми "Collective efficacy"

Автор: Grafiati

Опубліковано: 4 червня 2021

Оновлено: 25 липня 2025

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1

Matsueda, Ross L., and Kevin M. Drakulich. "Measuring Collective Efficacy." Sociological Methods & Research 45, no. 2 (2015): 191–230. http://dx.doi.org/10.1177/0049124115578030.

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This article specifies a multilevel measurement model for survey response when data are nested. The model includes a test–retest model of reliability, a confirmatory factor model of interitem reliability with item-specific bias effects, an individual-level model of the biasing effects due to respondent characteristics, and a neighborhood-level model of construct validity. We apply this model for measuring informal social control within collective efficacy theory. Estimating the model on 3,260 respondents nested within 123 Seattle neighborhoods, we find that measures of informal control show re

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2

Son, Da Rae, and Cheol Hyun Park. ""Collective Efficacy, Disorder, and the Fear of Crime : Collective efficacy VS. Broken windows"." Journal of Public Policy Studies 36, no. 1 (2019): 49–71. http://dx.doi.org/10.33471/ila.36.1.3.

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3

YIN, Rong, Feifei ZHANG, Yuanyuan WANG, and Chenming WEI. "Group efficacy in collective action." Advances in Psychological Science 25, no. 1 (2017): 156. http://dx.doi.org/10.3724/sp.j.1042.2017.00156.

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4

Meyer, Rachel. "Precarious Workers and Collective Efficacy." Critical Sociology 43, no. 7-8 (2016): 1125–41. http://dx.doi.org/10.1177/0896920516655858.

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5

Jung, Dong I., and John J. Sosik. "Group Potency and Collective Efficacy." Group & Organization Management 28, no. 3 (2003): 366–91. http://dx.doi.org/10.1177/1059601102250821.

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6

Watson, Carl B., Martin M. Chemers, and Natalya Preiser. "Collective Efficacy: A Multilevel Analysis." Personality and Social Psychology Bulletin 27, no. 8 (2001): 1057–68. http://dx.doi.org/10.1177/0146167201278012.

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7

Abdullah, Aldrin, Massoomeh Hedayati Marzbali, Azizi Bahauddin, and Mohammad Javad Maghsoodi Tilaki. "Broken Windows and Collective Efficacy." SAGE Open 5, no. 1 (2015): 215824401456436. http://dx.doi.org/10.1177/2158244014564361.

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8

Cevik, Ilkay, and Bin Wang. "Role Conflict and Role Ambiguity Impact on Collective Efficacy – towards Team Cohesion." INTERNATIONAL JOURNAL OF INNOVATION AND ECONOMIC DEVELOPMENT 4, no. 4 (2018): 47–62. http://dx.doi.org/10.18775/ijied.1849-7551-7020.2015.44.2003.

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This study attempts to investigate the relationship between Collective Efficacy and Team Cohesion in the performance of youth football teams in France. Also, we are going to examine the influence of role ambiguity and role conflict on collective-efficacy. Furthermore, we will evaluate the significance of collective-efficacy impacting team cohesion and will provide a deeper insight into the study of French football teams. Moreover, the goal was also to describe and specify the profile of the questionnaire respondents that were included in the study and indicated why they were selected in the da

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9

Anastasia, Vatou, and Vatou Athina. "Collective teacher efficacy and job satisfaction: Psychometric properties of the CTE scale." Journal of Contemporary Education Theory & Research 3, no. 2 (2019): 29–33. https://doi.org/10.5281/zenodo.3635040.

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Teachers’ self-efficacy has widely recognized as a strong contributor to the student achievement and teachers’ psychological well-being. A large body of research has focused on individual’s self-efficacy beliefs. However, research on collective self-efficacy is sparse. The aim of the present study was to examine the factorial validity of the Collective Teacher Efficacy Scale (CTE) on Greek context and to examine how collective teacher efficacy was related to teacher job satisfaction. The sample consisted of 201 primary school teachers. Confirmatory factor analysis was conduct

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10

Anderson, Christine M., Kelly H. Summers, Ryan D. Kopatich, and William B. Dwyer. "Collective Teacher Efficacy and Its Enabling Conditions: A Proposed Framework for Influencing Collective Efficacy in Schools." AERA Open 9 (January 2023): 233285842311750. http://dx.doi.org/10.1177/23328584231175060.

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This quantitative study aims to explore the validity of Donohoo et al.’s (2020) Enabling Conditions for Collective Teacher Efficacy Scale (EC-CTES) for fostering collective efficacy in schools and evaluate its relationship to measures of collective teacher efficacy. The instruments used for this study include the EC-CTES, the Collective Efficacy Scale (CES-SF), and the Collective Teacher Beliefs Scale (CTBS). The data were evaluated through confirmatory factor analysis, correlation matrices, and multiple regression models. The findings from this study demonstrate that the EC-CTES is a valid to

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11

Bradford, Shalonda K. "Leadership, Collective Efficacy and Team Performance." International Journal of Web-Based Learning and Teaching Technologies 6, no. 3 (2011): 35–45. http://dx.doi.org/10.4018/jwltt.2011070103.

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In this paper, the author examines the effect of leader attributes on the collective efficacy of a group of members of Generation Next, and the interrelation of leadership and collective efficacy on the team’s performance. A case study approach was implemented by 3 teams of business students participating in a national business competition between the years 2009-2011. Results indicate transformational leadership qualities inspire greater levels of collective efficacy. Moreover, teams demonstrating higher collective efficacy also performed better in the competition, suggesting a positive relati

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12

Adams, Curt M., and Patrick B. Forsyth. "Proximate sources of collective teacher efficacy." Journal of Educational Administration 44, no. 6 (2006): 625–42. http://dx.doi.org/10.1108/09578230610704828.

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PurposeRecent scholarship has augmented Bandura's theory underlying efficacy formation by pointing to more proximate sources of efficacy information involved in forming collective teacher efficacy. These proximate sources of efficacy information theoretically shape a teacher's perception of the teaching context, operationalizing the difficulty of the teaching task that faces the school and the faculty's collective competence to be successful under specific conditions. The purpose of this study was to examine the influence of three contextual variables: socioeconomic status, school level, and s

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13

Cohen, Deborah A., Sanae Inagami, and Brian Finch. "The built environment and collective efficacy." Health & Place 14, no. 2 (2008): 198–208. http://dx.doi.org/10.1016/j.healthplace.2007.06.001.

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14

Illia, Laura, Marino Bonaiuto, Erica Pugliese, and Johan van Rekom. "Managing membership threats through collective efficacy." Journal of Business Research 64, no. 6 (2011): 631–39. http://dx.doi.org/10.1016/j.jbusres.2010.06.003.

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15

Kochel, Tammy Rinehart. "Can Police Legitimacy Promote Collective Efficacy?" Justice Quarterly 29, no. 3 (2012): 384–419. http://dx.doi.org/10.1080/07418825.2011.561805.

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16

Lee, GyeongA. "Crime and Consensus of Collective Efficacy." KOREAN CRIMINOLOGICAL REVIEW 34, no. 1 (2023): 173–202. http://dx.doi.org/10.36889/kcr.2023.3.31.1.173.

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17

Matthieu, Monica M., and Jason T. Carbone. "Collective action among US veterans: Understanding the importance of self‐efficacy, collective efficacy, and social support." Journal of Community Psychology 48, no. 6 (2020): 1985–96. http://dx.doi.org/10.1002/jcop.22397.

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18

Petitta, Laura, and Laura Borgogni. "Differential Correlates of Group and Organizational Collective Efficacy." European Psychologist 16, no. 3 (2011): 187–97. http://dx.doi.org/10.1027/1016-9040/a000035.

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Анотація:

This study aimed at exploring the role of the context in shaping collective efficacy beliefs, at both group and organizational level, and their differential relationship with organizational commitment. Employees (N = 1,741) of a multinational financial company were administered a questionnaire measuring collective efficacy, perceptions of context (PoC), and organizational commitment. Two facets of collective efficacy were investigated, namely group and organizational, and their respective relationship with PoC and organizational commitment. Group and organizational efficacy were found to be tw

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19

Velasquez, Alcides, and Robert LaRose. "Youth collective activism through social media: The role of collective efficacy." New Media & Society 17, no. 6 (2014): 899–918. http://dx.doi.org/10.1177/1461444813518391.

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20

Carbone, Jason T., and Stephen Edward McMillin. "Neighborhood collective efficacy and collective action: The role of civic engagement." Journal of Community Psychology 47, no. 2 (2018): 311–26. http://dx.doi.org/10.1002/jcop.22122.

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21

Dussault, Marc, Daniel Payette, and Mathieu Leroux. "Principals' Transformational Leadership and Teachers' Collective Efficacy." Psychological Reports 102, no. 2 (2008): 401–10. http://dx.doi.org/10.2466/pr0.102.2.401-410.

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The study was designed to test the relationship of principals' transformational, transactional, and laissez-faire leadership with teachers' collective efficacy. Bandura's theory of efficacy applied to the group and Bass's transformational leadership theory were used as the theoretical framework. Participants included 487 French Canadian teachers from 40 public high schools. As expected, there were positive and significant correlations between principals' transformational and transactional leadership and teachers' collective efficacy. Also, there was a negative and significant correlation betwe

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22

Kashif, Najam Ul, Musarrat Jahan, Muhammad Latif Javed, and Rabia Bahoo. "Secondary School Teachers’ Journey from Self-Efficacy to Collective Efficacy." Review of Education, Administration & LAW 4, no. 3 (2021): 645–51. http://dx.doi.org/10.47067/real.v4i3.181.

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Education is perceived as a powerful agency, which instrument in bringing about the desired changes in the social, economic and cultural life of any nation. The whole process of education is shaped and molded by the human personality called the teacher. Teaching is a challenging profession and only those teachers can shoulder the heavy responsibilities of nation building, who are adequately prepared and have sound professional attitude. Self-efficacy is belief of teachers about their own potential, skills, pedagogy, developing learning school environment while living within the limited resourc

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23

Kashif, Najam Ul, Musarrat Jahan, Muhammad Latif Javed, and Rabia Bahoo. "Secondary School Teachers’ Journey from Self-Efficacy to Collective Efficacy." Review of Education, Administration & LAW 4, no. 3 (2021): 645–51. http://dx.doi.org/10.47067/real.v4i3.181.

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Education is perceived as a powerful agency, which instrument in bringing about the desired changes in the social, economic and cultural life of any nation. The whole process of education is shaped and molded by the human personality called the teacher. Teaching is a challenging profession and only those teachers can shoulder the heavy responsibilities of nation building, who are adequately prepared and have sound professional attitude. Self-efficacy is belief of teachers about their own potential, skills, pedagogy, developing learning school environment while living within the limited resourc

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24

Fernandez-Ballesteros, Rocio, Juan Diez-Nicolas, Gian Vittorio Caprara, Claudio Barbaranelli, and Albert Bandura. "Determinants and Structural Relation of Personal Efficacy to Collective Efficacy." Applied Psychology 51, no. 1 (2002): 107–25. http://dx.doi.org/10.1111/1464-0597.00081.

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25

Jugert, Philipp, Katharine H. Greenaway, Markus Barth, Ronja Büchner, Sarah Eisentraut, and Immo Fritsche. "Collective efficacy increases pro-environmental intentions through increasing self-efficacy." Journal of Environmental Psychology 48 (December 2016): 12–23. http://dx.doi.org/10.1016/j.jenvp.2016.08.003.

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26

Spink, Kevin S. "Group Cohesion and Collective Efficacy of Volleyball Teams." Journal of Sport and Exercise Psychology 12, no. 3 (1990): 301–11. http://dx.doi.org/10.1123/jsep.12.3.301.

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The main purpose of this study was to examine the relationship between group cohesion and collective efficacy in volleyball teams. A secondary purpose was to determine whether the cohesion/collective efficacy relationship would be moderated by the type of group selected. The results supported the conclusion that specific measures of group cohesiveness were positively related to collective efficacy for elite volleyball teams, but not for recreational teams. In the elite teams, Individual Attractions to Group-Task and Group Integration-Social were found to differentiate significantly between low

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27

Greenlees, Iain A., Russell L. Nunn, Jan K. Graydon, and Ian W. Maynard. "The Relationship between Collective Efficacy and Precompetitive Affect in Rugby Players: Testing Bandura's Model of Collective Efficacy." Perceptual and Motor Skills 89, no. 2 (1999): 431–40. http://dx.doi.org/10.2466/pms.1999.89.2.431.

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28

Won, Sungjun, and Hye-Min Lee. "Antecedents and Consequences of Individual Teacher Efficacy and Collective Teacher Efficacy." Korean Journal of Teacher Education 39, no. 1 (2023): 351–72. http://dx.doi.org/10.14333/kjte.2023.39.1.15.

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Purpose: The primary goal of this study was to investigate antecedents and consequences of teacherefficacy. Specifically, we examined the relations of individual teacher efficacy and collective teacherefficacy with job performance, job satisfaction, and student engagement. In addition, principal supportfor teaching and learning was evaluated as a predictor of teacher efficacy, and its indirect effectson the outcomes via teacher efficacy were tested. Methods: We used the second wave of the Korean Educational Longitudinal Study 2013 data. Atotal of 1,983 elementary school teachers' survey

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29

Bandura, Albert. "Exercise of Human Agency Through Collective Efficacy." Current Directions in Psychological Science 9, no. 3 (2000): 75–78. http://dx.doi.org/10.1111/1467-8721.00064.

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Social cognitive theory adopts an agentic perspective in which individuals are producers of experiences and shapers of events. Among the mechanisms of human agency, none is more focal or pervading than the belief of personal efficacy. This core belief is the foundation of human agency. Unless people believe that they can produce desired effects and forestall undesired ones by their actions, they have little incentive to act. The growing interdependence of human functioning is placing a premium on the exercise of collective agency through shared beliefs in the power to produce effects by collec

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30

Eva, Hammar Chiriac, Rosander Michael, and Forslund Frykedal Karin. "An Educational Intervention to Increase Efficacy and Interdependence in Group Work." Education Quarterly Reviews 2, no. 2 (2019): 435–47. https://doi.org/10.31014/aior.1993.02.02.76.

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This study investigated whether an intervention, in the form of short educational sessions, influenced pupils’ experiences of group work or cooperative learning (CL). The hypothesis tested was that an intervention for teachers and pupils would lead to pupils’ increased (a) collective efficacy, (b) self-efficacy and, (c) positive interdependence, as well as (d) less negative interdependence. The participants were pupils from years 5 and 8 in three compulsory schools in Sweden, working in 22 groups divided into one intervention group and one control group (11 work groups in each cond

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31

Ninković, Stefan R., and Olivera Č. Knežević Florić. "Transformational school leadership and teacher self-efficacy as predictors of perceived collective teacher efficacy." Educational Management Administration & Leadership 46, no. 1 (2016): 49–64. http://dx.doi.org/10.1177/1741143216665842.

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Although scholars have acknowledged the role of collaborative relationships of teachers in improving the quality of instruction, teacher collective efficacy continues to be a neglected construct in educational research. The purpose of this paper is to explore the relations between transformational school leadership, teacher self-efficacy and perceived collective teacher efficacy, using a sample of 120 permanent secondary-school teachers in Serbia, whose average age was 42.5. The results of the hierarchical regression analysis showed that transformational school leadership and teacher self-effi

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32

Villanueva, José J., and José C. Sánchez. "Trait Emotional Intelligence and Leadership Self-Efficacy: Their Relationship with Collective Efficacy." Spanish Journal of Psychology 10, no. 2 (2007): 349–57. http://dx.doi.org/10.1017/s1138741600006612.

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In this article, a leadership model is presented, with which to investigate the relationship of trait emotional intelligence (trait EI), leadership self-efficacy and leader's task self-efficacy with collective task efficacy and group performance. The sample was made up of 217 undergraduate students, randomly assigned to work teams of 1 leader and 2 followers that were requested to perform a production task. An adapted version of the Schutte Self-Report Inventory (SSRI; Schutte et al., 1998) was used to measure trait EI. Structural equation modeling was used to test the hypothesized relationshi

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33

임훈민 and 김중백. "Reciprocal Relationships between Collective Efficacy and Health." Health and Social Welfare Review 34, no. 4 (2014): 441–66. http://dx.doi.org/10.15709/hswr.2014.34.4.441.

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34

Nielsen, Curtis P., Ralph Bryant, and Katie Simpson. "Teacher to Teacher: Building Collective Instructional Efficacy." Kappa Delta Pi Record 58, no. 1 (2022): 44–46. http://dx.doi.org/10.1080/00228958.2022.2005434.

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35

Rashidi, Muhammad Zaki. "Building High Performance Teams through Collective Efficacy." Journal of Independent Studies and Research-Management, Social Sciences and Economics 8, no. 1 (2010): 81–93. http://dx.doi.org/10.31384/jisrmsse/2010.08.1.7.

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36

Ahern, J., and S. Galea. "Collective Efficacy and Depression in Urban Neighborhoods." American Journal of Epidemiology 163, suppl_11 (2006): S237. http://dx.doi.org/10.1093/aje/163.suppl_11.s237-d.

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37

Lev, Smadar, and Meni Koslowsky. "Moderating the collective and self‐efficacy relationship." Journal of Educational Administration 47, no. 4 (2009): 452–62. http://dx.doi.org/10.1108/09578230910967437.

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38

Sutherland, A., I. Brunton-Smith, and J. Jackson. "Collective Efficacy, Deprivation and Violence in London." British Journal of Criminology 53, no. 6 (2013): 1050–74. http://dx.doi.org/10.1093/bjc/azt050.

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39

ARAI, Hirokazu. "Correlative Factors Related to Collective Efficacy for Psychological Performance and Enhancement Strategies of Collective Efficacy for Psychological Performance." Journal of Japan Society of Sports Industry 23, no. 2 (2013): 2_165–2_175. http://dx.doi.org/10.5997/sposun.23.2_165.

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Dampérat, Maud, Florence Jeannot, Eline Jongmans, and Alain Jolibert. "Team creativity: Creative self-efficacy, creative collective efficacy and their determinants." Recherche et Applications en Marketing (English Edition) 31, no. 3 (2016): 6–25. http://dx.doi.org/10.1177/2051570716650164.

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41

Đuranović, Marina, Irena Klasnić, and Tomislava Vidić. "Principal Support and Teacher Self-Efficacy as Predictors of Collective Teacher Efficacy." European Journal of Educational Research 13, no. 2 (2024): 693–703. http://dx.doi.org/10.12973/eu-jer.13.2.693.

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<p style="text-align: justify;">This study investigated the extent to which demographic variables, principal support and teacher self-efficacy contribute to the collective teacher efficacy. In the study, a non-probability purposive sample was used, which included 761 teachers working in compulsory primary schools in all parts of the Republic of Croatia. The first part of the administered online questionnaire provided data on sociodemographic characteristics of the respondents, while in the second part, the following scales were used: The Principal Support Scale, The Teacher Sense of Teac

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42

Borgogni, Laura, Silvia Dello Russo, Laura Petitta, and Gary P. Latham. "Collective Efficacy and Organizational Commitment in an Italian City Hall." European Psychologist 14, no. 4 (2009): 363–71. http://dx.doi.org/10.1027/1016-9040.14.4.363.

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Employees (N = 170) of a City Hall in Italy were administered a questionnaire measuring collective efficacy (CE), perceptions of context (PoC), and organizational commitment (OC). Two facets of collective efficacy were identified, namely group and organizational. Structural equation models revealed that perceptions of top management display a stronger relationship with organizational collective efficacy, whereas employees’ perceptions of their colleagues and their direct superior are related to collective efficacy at the group level. Group collective efficacy had a stronger relationship with a

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43

Vargas, Robert. "Gangstering Grants: Bringing Power to Collective Efficacy Theory." City & Community 18, no. 1 (2019): 369–91. http://dx.doi.org/10.1111/cico.12357.

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How do nonprofit organizations attempt to facilitate collective efficacy? Through an inductive ethnographic case study of efforts to reduce gang violence in the Little Village neighborhood of Chicago, this study shows the importance of power and funding competition. Specifically, nonprofits’ efforts to facilitate collective efficacy depended on (1) strategic actions to manage competitors, and (2) their position in the city political field. Based on these findings, this article refines collective efficacy theory by integrating power relations and governance as forces that fundamentally shape ne

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Galinsky, Adena M., Kathleen A. Cagney, and Christopher R. Browning. "Is Collective Efficacy Age Graded? The Development and Evaluation of a New Measure of Collective Efficacy for Older Adults." Journal of Aging Research 2012 (2012): 1–10. http://dx.doi.org/10.1155/2012/360254.

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Objectives. Community processes are key determinants of older adults’ ability to age in place, but existing scales measuring these constructs may not provide accurate, unbiased measurements among older adults because they were designed with the concerns of child-rearing respondents in mind. This study examines the properties of a new theory-based measure of collective efficacy (CE) that accounts for the perspectives of older residents.Methods. Data come from the population-based Chicago Neighborhood Organization, Aging and Health study (N = 1,151), which surveyed adults aged 65 to 95. Using de

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Bruton, Adam M., Stephen D. Mellalieu, and David A. Shearer. "Observation Interventions as a Means to Manipulate Collective Efficacy in Groups." Journal of Sport and Exercise Psychology 36, no. 1 (2014): 27–39. http://dx.doi.org/10.1123/jsep.2013-0058.

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Анотація:

The purpose of this multistudy investigation was to examine observation as an intervention for the manipulation of individual collective efficacy beliefs. Study 1 compared the effects of positive, neutral, and negative video footage of practice trials from an obstacle course task on collective efficacy beliefs in assigned groups. The content of the observation intervention (i.e., positive, neutral, and negative video footage) significantly influenced the direction of change in collective efficacy (p < .05). Study 2 assessed the influence of content familiarity (own team/sport vs. unfamiliar

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46

Iliev, Yavor. "Significance of Collective Efficacy in the Teaching Profession." Innovative STEM Education 5, no. 1 (2023): 83–88. http://dx.doi.org/10.55630/stem.2023.0510.

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The purpose of the report is to present the essence and manifestations of a key factor in the work of teachers, which is efficacy. Collective efficacy is a construct directly related to self-efficacy, which originates in Bandura`s social-cognitive theory. Theoretical perspectives on teachers` perceptions of their collective efficacy and how these affect their success in working with students are examined. The teaching profession is ancient and of high social importance by its nature and is distinguished by the special value of the human factor in it. For the teacher's work, his personal effica

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Sexton, Lori, and Valerie Jenness. "“We’re like community”: Collective identity and collective efficacy among transgender women in prisons for men." Punishment & Society 18, no. 5 (2016): 544–77. http://dx.doi.org/10.1177/1462474516642859.

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Recognizing that prisons house diverse populations in equally diverse types of environments, we utilize a unique data set and employ two well-known sociological concepts—collective identity and collective efficacy—to examine overlapping communities in which transgender women in prisons for men are situated and experience prison life. Findings from our mixed-methods analysis reveal that despite their considerable diversity, transgender prisoners embrace a collective identity and perceive collective efficacy as transgender prisoners more so than as prisoners per se; their collective identity and

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48

Desiree, A. Espina. "Enhancing the Self and Collective Efficacy of Student-Athletes in Collegiate Sport Teams: A Teambuilding Intervention." International Journal of Social Science and Humanities Research 12, no. 2 (2024): 128–37. https://doi.org/10.5281/zenodo.11234618.

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Анотація:

<strong>Abstract:</strong> This paper proposed a teambuilding intervention in which two psychological constructs, namely self-efficacy and collective efficacy are the main targets of enhancement due to their strong relation and positive influence on performance and group processes that allow sport teams to successfully attain their goals. It is formulated for collegiate sports teams with student-athletes as the direct participants. The modules that are conceptualized and the delivery of the structured learning exercises during the teambuilding sessions will be guided by the specific sources or

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Magyar, T. Michelle, Deborah L. Feltz, and Ian P. Simpson. "Individual and Crew Level Determinants of Collective Efficacy in Rowing." Journal of Sport and Exercise Psychology 26, no. 1 (2004): 136–53. http://dx.doi.org/10.1123/jsep.26.1.136.

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The purpose of this study was to examine individual (i.e., task self-efficacy, rowing experience, and goal orientations) and group/boat level (perceptions of motivational climate and boat size) determinants of collective efficacy in the sport of rowing. Participants were 154 male and female rowers ages 13 to 18 years (M = 16.19, SD = 1.29). Approximately 24 hours prior to the regional championship regatta, participants completed a demographic measure, the Task and Ego Orientation in Sport Questionnaire, the Perceived Motivational Climate in Sport Questionnaire-2, and sport-specific individual

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BOUGHATTS, Wissal. "Exploring the Relationship between Cohesion and Collective Efficacy in Tunisian Sports Teams: Validation of the Tunisian Version of the Collective Efficacy Questionnaire for Collective Sports." International journal of Science Culture and Sport 5, no. 22 (2017): 46–59. http://dx.doi.org/10.14486/intjscs645.

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