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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: 9 червня 2025

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1

Matsueda, Ross L., and Kevin M. Drakulich. "Measuring Collective Efficacy." Sociological Methods & Research 45, no. 2 (April 27, 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 reasonable test–retest and interitem reliability. We find support for the hypothesis that respondents’ assessments of whether their neighbors would intervene in specific child deviant acts are related to whether they have observed such acts in the past, which is consistent with a cognitive model of survey response. Finally, we find that, when proper measurement models are not used, the effects of some neighborhood covariates on informal control are biased upward and the effect of informal social control on violence is biased downward.

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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 (June 30, 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 (August 4, 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 (September 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 (August 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 (January 20, 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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Анотація:

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 data collection process. Role ambiguity was found to be significant in affecting the players’ perception of efficacy but in a positive way. However, that contradicts to our theoretical assumption, stating that role ambiguity has a negative impact on collective efficacy. Individual perceptions of the players’ regarding their role do not seem to change the collective perception, taking into account the ambiguity factor. The sample of young football shows that there is a limited number of studies on this relationship among this age group. Therefore, it can be tested as a moderating factor of forming efficacy-cohesion relationship and more research should be provided in this topic, as it is new in contemporary studies.

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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 (October 24, 2019): 29–33. https://doi.org/10.5281/zenodo.3635040.

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Анотація:

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 conducted and showed that Collective Teacher Efficacy Scale had a two-factor structure. The results also indicated that collective teacher efficacy had a positive significant relationship with teacher’s job satisfaction. Implications and directions for future research are suggested.

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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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Анотація:

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 tool. The EC-CTES subscales are positively associated with measures of collective teacher efficacy. We recommend adjustments for the EC-CTES subscales for greater congruence with collective efficacy theory and practical application. Due to the theoretical density of collective teacher efficacy, a modified conceptual framework is proposed to make the enabling conditions theory more accessible to practitioners.

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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 (July 2011): 35–45. http://dx.doi.org/10.4018/jwltt.2011070103.

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Анотація:

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 relationship between collective efficacy and team performance. Implications of these findings are discussed and a scope for future research is offered.

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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 (November 1, 2006): 625–42. http://dx.doi.org/10.1108/09578230610704828.

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Анотація:

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 school structure on teacher perceptions of collective efficacy.Design/methodology/approachSchool level data were collected from a cross‐section of 79 schools in a Midwestern state. Data were analyzed at the school level using hierarchical multiple regression to determine the incremental variance in collective teacher efficacy beliefs attributed to contextual variables after accounting for the effect of prior academic performance.FindingsResults support the premise that contextual variables do add power to explanations of collective teacher efficacy over and above the effects of prior academic performance. Further, of the three contextual variables school structure independently accounted for the most variability in perceptions of collective teacher efficacy.Research limitations/implicationsA sample of 79 schools was considered small to accurately test a hypothesized model of collective teacher efficacy formation using structural equation modeling. That approach would have had the advantage of permitting the researchers to identify the relationships among the predictor variables and between the predictors and the criterion. Additionally, there was a concern of possible aggregation bias associated with aggregating collective teacher efficacy scores to the school level. Despite these limitations, the findings hold theoretical and practical implications in that they defend the theoretical importance of contextual factors as efficacy sources. Furthermore, formalized and centralized conditions conducive to promoting perceptions of collective efficacy in teachers are identified.Originality/valueExtant collective efficacy studies have generally not operationalized Bandura's efficacy sources to include the effects of current context. This study does.

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13

Cohen, Deborah A., Sanae Inagami, and Brian Finch. "The built environment and collective efficacy." Health & Place 14, no. 2 (June 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 (June 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 (June 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 (March 31, 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 (June 24, 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 (January 1, 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 two different dimensions of collective efficacy. Structural equation models supported the hypothesized relationship among variables. Perceptions of top management displayed a stronger relationship with collective efficacy at the organizational level, whereas perceptions of the direct superior were related to collective efficacy at the group level. Organizational collective efficacy had a stronger relationship with organizational commitment than did group collective efficacy.

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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 (January 7, 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 (August 31, 2018): 311–26. http://dx.doi.org/10.1002/jcop.22122.

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21

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 (September 22, 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 resources. And when it turns to expectations of other stakeholders like principal, students, society as a collective capability of a group of teachers to influence student achievement is refers as collective teachers-efficacy. This study aimed at to highlight the relation and changing paradigms from teachers’ self-efficacy to collective-efficacy. To achieve the set aim, survey research technique was adopted. Southern Punjab was the population of the study and target was selected by adopting multistage random sampling technique. Equal opportunity was given to both genders. Total sample of the study was 480 (principals were 30, teachers 150, and students 300). Three different research tool were developed out of which first research tool was for knowing the teachers’ self-efficacy as Teachers’ Sense of Efficacy Scale (TSES) which was developed by Tschannen-Moran and Woolfolk Hoy in 2001. Second research tool was of knowing the Collective Efficacy Scale (CE-Scale) developed by Goddard and Woolfolk Hoy (2004). Third research tool was Omnibus T-Scale (OTS) developed by Hoy in 2002. The analysis of the collected data was done by using Statistical Package for Social Sciences (SPSS) software version 21. Findings of the study shows that secondary school teachers are fully confident regarding their skills, competencies, pedagogy and ready to face the challenges. At the same time, their principals have shown strong trust on their teachers, but students’ opinion was different from the principals.

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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 (September 22, 2021): 645–51. http://dx.doi.org/10.47067/real.v4i3.181.

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Анотація:

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 resources. And when it turns to expectations of other stakeholders like principal, students, society as a collective capability of a group of teachers to influence student achievement is refers as collective teachers-efficacy. This study aimed at to highlight the relation and changing paradigms from teachers’ self-efficacy to collective-efficacy. To achieve the set aim, survey research technique was adopted. Southern Punjab was the population of the study and target was selected by adopting multistage random sampling technique. Equal opportunity was given to both genders. Total sample of the study was 480 (principals were 30, teachers 150, and students 300). Three different research tool were developed out of which first research tool was for knowing the teachers’ self-efficacy as Teachers’ Sense of Efficacy Scale (TSES) which was developed by Tschannen-Moran and Woolfolk Hoy in 2001. Second research tool was of knowing the Collective Efficacy Scale (CE-Scale) developed by Goddard and Woolfolk Hoy (2004). Third research tool was Omnibus T-Scale (OTS) developed by Hoy in 2002. The analysis of the collected data was done by using Statistical Package for Social Sciences (SPSS) software version 21. Findings of the study shows that secondary school teachers are fully confident regarding their skills, competencies, pedagogy and ready to face the challenges. At the same time, their principals have shown strong trust on their teachers, but students’ opinion was different from the principals.

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23

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 (January 2002): 107–25. http://dx.doi.org/10.1111/1464-0597.00081.

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24

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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25

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

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Анотація:

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 between laissez-faire leadership and teachers' collective efficacy. Moreover, regression analysis showed transformational leadership significantly enhanced the predictive capabilities of transactional leadership on teachers' collective efficacy. These results confirm the importance of leadership to predict collective efficacy and, by doing so, strengthen Bass's theory of leadership.

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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 (September 1990): 301–11. http://dx.doi.org/10.1123/jsep.12.3.301.

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Анотація:

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 and high collective efficacy teams, with the high collective efficacy teams rating cohesiveness higher. No significant results emerged, however, when the relationship between group cohesion and collective efficacy was examined for recreational teams. This suggests the need for future research to address the cohesion/collective efficacy question from a comparative perspective.

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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 (October 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 (January 31, 2023): 351–72. http://dx.doi.org/10.14333/kjte.2023.39.1.15.

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Анотація:

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 responses were analyzed using structural equationmodeling. Results: Results showed that both individual teacher efficacy and collective teacher efficacy predictedjob performance, job satisfaction, and student engagement, but their predictive patterns were different. Furthermore, principal support for teaching and learning significantly predicted teacher efficacy andalso job performance, job satisfaction, and student engagement indirectly via teacher efficacy. Conclusion: Findings indicate the distinct roles of individual teacher efficacy and collective teacherefficacy and the importance of principal support for promoting teacher efficacy.

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29

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

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Анотація:

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 collective action. The present article analyzes the nature of perceived collective efficacy and its centrality in how people live their lives. Perceived collective efficacy fosters groups' motivational commitment to their missions, resilience to adversity, and performance accomplishments.

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30

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 (November 7, 2016): 49–64. http://dx.doi.org/10.1177/1741143216665842.

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Анотація:

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-efficacy were independent predictors of teacher collective efficacy. The research findings also showed that individually-focused transformational leadership contributed significantly to an explanation of collective efficiency after controlling specific predictor effects of group-focused dimensions of transformational leadership. It is argued that the results have a double meaning. First, this study expanded the understanding of the relationship between different dimensions of transformational school leadership and collective teacher efficacy. Second, a contribution of teacher self-efficacy to collective efficacy beliefs was established, confirming the assumptions of social cognitive theory on reciprocal causality between two types of perceived efficacy: individual and collective.

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31

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 (June 30, 2019): 435–47. https://doi.org/10.31014/aior.1993.02.02.76.

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Анотація:

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 condition). Data were collected through a questionnaire before and after participation in the study and analysed using a repeated measure ANOVA and 2×2 ANOVA. The results showed an increased collective efficacy, self-efficacy and positive interdependence and a reduction of negative interdependence. The conclusion is that the intervention provided for teachers and pupils did have an effect, thus promoting successful working as a group.

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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 (November 2007): 349–57. http://dx.doi.org/10.1017/s1138741600006612.

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Анотація:

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 relationships. Results indicated that task self-efficacy was a mediator between leadership self-efficacy and collective task efficacy; the latter, in turn, was the best predictor of group performance. No significant relationship was found between trait EI and collective task efficacy although, unexpectedly, trait EI was positively associated with leadership self-efficacy. Implications of the results are discussed.

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33

임훈민 and 김중백. "Reciprocal Relationships between Collective Efficacy and Health." Health and Social Welfare Review 34, no. 4 (December 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 (January 2, 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 (June 30, 2010): 81–93. http://dx.doi.org/10.31384/jisrmsse/2010.08.1.7.

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Ahern, J., and S. Galea. "Collective Efficacy and Depression in Urban Neighborhoods." American Journal of Epidemiology 163, suppl_11 (June 1, 2006): S237. http://dx.doi.org/10.1093/aje/163.suppl_11.s237-d.

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Lev, Smadar, and Meni Koslowsky. "Moderating the collective and self‐efficacy relationship." Journal of Educational Administration 47, no. 4 (July 3, 2009): 452–62. http://dx.doi.org/10.1108/09578230910967437.

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Sutherland, A., I. Brunton-Smith, and J. Jackson. "Collective Efficacy, Deprivation and Violence in London." British Journal of Criminology 53, no. 6 (August 22, 2013): 1050–74. http://dx.doi.org/10.1093/bjc/azt050.

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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 (June 22, 2016): 6–25. http://dx.doi.org/10.1177/2051570716650164.

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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 (April 15, 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 Teacher Efficacy Scale and The Collective Teacher Efficacy Scale. The results of the performed regression analyses show that: 1) the demographic variables - workplace, promotion to a higher rank and principal support have a predictive value in explaining teachers’ self-efficacy; 2) an average number of students per class, promotion to a higher rank, principal support, teacher engagement and teaching strategies have a predictive value in explaining collective teacher efficacy. The findings of this study will be discussed in terms of their potential impact and future research.</p>

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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 (January 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 affective organizational commitment than did organizational collective efficacy. The theoretical significance of this study is in showing that CE is two-dimensional rather than unidimensional. The practical significance of this finding is that the PoC model provides a framework that public sector managers can use to increase the efficacy of the organization as a whole as well as the individual groups that compose it.

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Vargas, Robert. "Gangstering Grants: Bringing Power to Collective Efficacy Theory." City & Community 18, no. 1 (March 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 neighborhood crime control efforts. The article concludes by discussing the implications for efforts to better integrate nonprofits, race, and the state into studies of collective efficacy and neighborhood crime control.

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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 descriptive statistics, correlations, and factor analysis, we explored the acceptability, reliability, and validity of the new measure.Results. Principal component analysis indicated that the new scale measures a single latent factor. It had good internal consistency reliability, was highly correlated with the original scale, and was similarly associated with neighborhood exchange and disorder, self-rated health, mobility, and loneliness. The new scale also showed less age-differentiated nonresponse compared to the original scale.Discussion. The older adult CE scale has reliability and validity equivalent to that of the existing measure but benefits from a more developed theoretical grounding and reduced likelihood of age-related differential nonresponse.

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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 (February 2014): 27–39. http://dx.doi.org/10.1123/jsep.2013-0058.

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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 team/sport) on individual collective efficacy perceptions when observing positive footage of competitive basketball performance. Collective efficacy significantly increased for both the familiar and unfamiliar conditions postintervention, with the largest increase for the familiar condition (p < .05). The studies support the use of observation as an intervention to enhance individual perceptions of collective efficacy in group-based activities. The findings suggest that observations of any group displaying positive group characteristics are likely to increase collective efficacy beliefs; however, observation of one’s own team leads to the greatest increases.

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Iliev, Yavor. "Significance of Collective Efficacy in the Teaching Profession." Innovative STEM Education 5, no. 1 (July 24, 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 efficacy, or self-efficacy, as well as the collective efficacy in organizational terms, are of essential importance - how the quality of the work of each teacher is affected in an individual plan, when there is a perception of a high general success rate among the entire team.

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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 (August 1, 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 perceptions of collective efficacy are predicated on social-interactional factors rather than demographic characteristics and physical features of the carceral environment; and the more time a transgender inmate spends in prison, the more likely she is to identify with a community of transgender prisoners, but the less likely she is to feel an affective commitment to the transgender prisoner community or to expect other transgender prisoners to act on her behalf in prison. This novel application of dynamics generally understood to operate in social movements and residential neighborhoods—collective identity and collective efficacy, respectively—to the transgender community in California’s prisons sheds insight into the ways in which transgender women in prisons for men experience prison life, the loyalties around which prison life is organized, and the complexities around which communities in prison are structured.

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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 (March 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 and collective efficacy measures developed for the current study. Multilevel modeling revealed that task self-efficacy significantly predicted individual perceptions of collective efficacy, while perceptions of a mastery climate significantly predicted average collective efficacy scores at the group level.

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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 (January 1, 2017): 46–59. http://dx.doi.org/10.14486/intjscs645.

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Salanova, Marisa, Alma M. Rodríguez-Sánchez, Wilmar B. Schaufeli, and Eva Cifre. "Flowing Together: A Longitudinal Study of Collective Efficacy and Collective Flow Among Workgroups." Journal of Psychology 148, no. 4 (January 21, 2014): 435–55. http://dx.doi.org/10.1080/00223980.2013.806290.

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