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The importance of self-efficacy as a mediating variable between learning environments and achievement
B Moriarty1, G Douglas, K Punch
1Faculty of Education, Central Queensland University, Australia.
The British Journal of Educational Psychology
|March 1, 1995
Summary
Cooperative learning environments boost student self-efficacy and academic achievement. While competition can enhance performance after cooperation, its long-term effects on self-efficacy and behavior are less positive.
Area of Science:
- Educational Psychology
- Social Psychology
Background:
- Self-efficacy significantly influences academic achievement.
- The learning environment plays a crucial role in shaping student outcomes.
Purpose of the Study:
- To examine self-efficacy as a mediator between learning environments and student achievement.
- To compare the impact of cooperative, competitive, and individualistic learning environments on self-efficacy and achievement.
Main Methods:
- Randomly assigned 179 Year 5 students (9-10 years old) to cooperative, competitive, or individualistic learning settings.
- Delivered social studies lessons twice weekly, rotating environments every five weeks.
- Collected data on self-efficacy and achievement at weeks 5 and 10.
Main Results:
- Cooperative environments resulted in higher self-efficacy and academic achievement.
- Students in cooperative settings exhibited more appropriate classroom behavior.
- Prior cooperative experience enhanced performance in competitive tasks, but this effect diminished over time.
Conclusions:
- Self-efficacy mediates the relationship between learning environments and achievement.
- Cooperative learning is superior for fostering self-efficacy, achievement, and positive behavior.
- Sustained competitive environments may negatively impact self-efficacy and behavior standards.