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Self-Efficacy and Collective-Efficacy as Predictors of Engagement in Group Conversation

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Title: Self-Efficacy and Collective-Efficacy as Predictors of Engagement in Group Conversation
Language: English
Authors: Paul Leeming (ORCID 0000-0003-1850-6555), Justin Harris
Source: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect. 2025 59(2):S115-S149.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 35
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Descriptors: Self Efficacy, Predictor Variables, Group Discussion, Learner Engagement, Cooperative Learning, Group Dynamics, Group Behavior, Task Analysis
DOI: 10.1002/tesq.3412
ISSN: 0039-8322
1545-7249
Abstract: There is increasing interest in self-efficacy (SE) as a variable to predict learner behavior during tasks, but many tasks involve learners working collaboratively in groups. Collective efficacy (CE) can be used to assess the feelings of the group about their overall ability to complete a task. It has been largely ignored in the field of second language acquisition, despite its potential to help us understand learner performance in groups. In this study, conducted in a tertiary educational context in Japan (N = 205), Rasch analysis was used to investigate whether CE can be considered a distinct construct from SE among these participants. Data were then gathered at eight points over an entire academic year with learners working in fixed groups for each semester. SE and CE were measured on multiple occasions and used to predict behavioral and cognitive engagement in four separate 10-min discussion tasks. Results showed that CE was distinct from SE. Regression models showed that SE, rather than CE, predicted behavioral engagement in tasks. The relationship between cognitive engagement and the predictors depended on the specific task. The findings highlight the importance of SE and the group in influencing learners' task performance but also students' perceptions of the requirements of the task.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1492040
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Paul+Leeming%22">Paul Leeming</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1850-6555">0000-0003-1850-6555</externalLink>)<br /><searchLink fieldCode="AR" term="%22Justin+Harris%22">Justin Harris</searchLink>
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10.1002/tesq.3412
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  Data: There is increasing interest in self-efficacy (SE) as a variable to predict learner behavior during tasks, but many tasks involve learners working collaboratively in groups. Collective efficacy (CE) can be used to assess the feelings of the group about their overall ability to complete a task. It has been largely ignored in the field of second language acquisition, despite its potential to help us understand learner performance in groups. In this study, conducted in a tertiary educational context in Japan (N = 205), Rasch analysis was used to investigate whether CE can be considered a distinct construct from SE among these participants. Data were then gathered at eight points over an entire academic year with learners working in fixed groups for each semester. SE and CE were measured on multiple occasions and used to predict behavioral and cognitive engagement in four separate 10-min discussion tasks. Results showed that CE was distinct from SE. Regression models showed that SE, rather than CE, predicted behavioral engagement in tasks. The relationship between cognitive engagement and the predictors depended on the specific task. The findings highlight the importance of SE and the group in influencing learners' task performance but also students' perceptions of the requirements of the task.
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        Type: general
      – SubjectFull: Predictor Variables
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      – SubjectFull: Group Discussion
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      – SubjectFull: Learner Engagement
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Group Dynamics
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      – SubjectFull: Group Behavior
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      – SubjectFull: Task Analysis
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      – TitleFull: Self-Efficacy and Collective-Efficacy as Predictors of Engagement in Group Conversation
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