An Educational Intervention to Increase Efficacy and Interdependence in Group Work

Chiriac, Eva Hammar; Rosander, Michael; Frykedal, Karin Forslund

doi:10.31014/aior.1993.02.02.76

Cited by 7 publications

(6 citation statements)

References 30 publications

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“…Group work is a major approach of the (SMC) framework. Previous research reported a positive impact on students' learning, understanding, and motivation (Steinberg &Vinjamuri, 2014;Martin & Towers, 2015;Wegerif et al, 2017), and a positive influence on their self-efficacy (Wyatt, 2010;Mitcham et al, 2012;Chiriac, Rosander, & Frykedal, 2019;Kopparla & Goldsby, 2019), especially when students learn how to work and think together as a group (Wegerif et al, 2017). Chambers and Timlin (2013) provided some detail about…”

Section: Smc: the Conceptual Framework For The Studymentioning

confidence: 99%

“…This has also been confirmed by this study, as the following interview extract shows. (Steinberg &Vinjamuri, 2014;Martin & Towers, 2015;Wegerif et al, 2017), but also improved their self-efficacy as well (Chiriac, Rosander, & Frykedal, 2019;Kopparla & Goldsby, 2019). Group work was involved while playing the puzzle sheets, answering the revision notes, and while using different teacher's teaching methodologies.…”

Section: What Features Within the Framework Promoted Improved Students' Self-efficacy Andmentioning

confidence: 99%

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Effects of a successful mathematics classroom framework on students’ mathematics self-efficacy, motivation, and achievement: a case study with freshmen students at a university foundation programme in Kuwait

Hammad

Graham²,

Dimitriadis

et al. 2020

International Journal of Mathematical Education in Science and

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Designed for this study as a conceptual framework comprising particular educational approaches and techniques for mathematics teaching and learning, the Successful Mathematics Classroom (SMC) aimed to promote college students' mathematics selfefficacy, motivation, and achievement. Through using a case study methodology, a range of tests and interviews, we investigated the effects of the SMC on a sample of 130 freshmen students from a mathematics foundation program in everyday classroom practice. The results showed a positive correlation between students' self-efficacy and achievement, as well as their motivation and achievement. The results further revealed that there was a positive impact of using the SMC framework on students' mathematics self-efficacy, motivation, and performance. The elements with most impact were teacher's teaching methodology, group work, teacher's attitude, and gamification. Further research is recommended to examine the effects of SMC in different education settings, different students, teaching styles, and larger sample sizes.

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Section: Smc: the Conceptual Framework For The Studymentioning

confidence: 99%

Section: What Features Within the Framework Promoted Improved Students' Self-efficacy Andmentioning

confidence: 99%

Effects of a successful mathematics classroom framework on students’ mathematics self-efficacy, motivation, and achievement: a case study with freshmen students at a university foundation programme in Kuwait

Hammad

Graham²,

Dimitriadis

et al. 2020

International Journal of Mathematical Education in Science and

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show abstract

“…This requirement is based on the interaction and interdependence of education and scientific research focuses to ensure awareness of modern knowledge. Other authors argued that sciencebased education is the most important thing in modern education (Chiriac et al 2019;Physical Education Teacher in Middle Schools: Requirements … International Journal of Instruction, July 2024• Vol.17, No.3 Scager et al 2016. So, science-based education is important in all stages and types of education including middle schools.…”

Section: Physical Education Teacher In Middle Schools: Requirements …mentioning

confidence: 99%

Physical Education Teacher in Middle Schools: Requirements and Academic Profile

Németh,

Shopulatov,

Norboyev

et al. 2024

INT J INSTRUCTION

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This study aimed to discuss the academic profiles and requirements of physical education teachers at middle schools. Therefore 102 physical education teachers (Mage= 44) from Uzbekistan participated in this study. The literature review method was used to find potential research papers. A special self-report interview was used to determine the professional needs of physical education teachers working at middle schools. The results of the interviews were used to determine the indicators of the professional profiles of the physical education teachers. The results showed that physical education teachers should meet several professional requirements. Also, revealed five main requirements, namely, psychological and pedagogical requirements, personal and professional requirements, teaching (or methodological) requirements, communicative and organizational requirements, and scientific-educational requirements. The research results can be applied to the future training of physical education teachers, the development of teacher education programs, and the organization of an effective educational process in schools. Future physical education teachers can use the results of this study to envision professional requirements, skills, and experiences.

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“…Более 50% детей контрольной группы осталась безучастной к групповой деятельности. Автором [2], [3], [4], [5], [6], [7].…”

Section: формирование групповой самоэффективности в условиях осуществления совместной деятельности у детей дошкольного возрастаunclassified

“…совместная непринужденная партнерская деятельность взрослого с детьми, 2. свободная самостоятельная деятельность самих детей, выбор которой обеспечивается взрослым-воспитателем 7 .…”

Formation of group self-efficacy in the conditions of joint activity in preschool children

Avdeeva¹

2021

World of Science. Pedagogy and psychology

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Currently, the development of collective joint activity as a factor of group effectiveness is relevant. Preschool age is characterized by intensive personal development, which, according to many researchers, fully occurs only in a team. Adequate organization of joint activities in preschool age encourages the child to rapid socialization and develops group self-efficacy. It is important that children have an idea of their group as a whole. This subjective factor of activity effectiveness is formed in the experience of successful implementation of joint activities, in the favorable psychological climate of the children's collective. The article presents a model of a formative experiment aimed at creating conditions for the formation of self-efficacy of a group at preschool age. The author presents in detail the methodological block within the framework of the ascertaining and forming part of the dissertation research aimed at identifying objective and subjective factors affecting the effectiveness of joint activities. The article also presents the results of the formative experiment of the included observation of the joint activities of children. The author describes in detail the content of formative classes aimed at developing group self-efficacy in a children's team. The results of observation of changes in the joint activity of preschoolers before and after the formative experiment are a statement of the fact of the relationship between group self-efficacy and its effectiveness. A comparative analysis of the formative experiment showed that children from the experimental group became more active in joint activities. More than 50% of the children of the control group remained indifferent to group activities. The author reveals the relationship between the formed idea of the group as a whole and the effectiveness of joint activities among preschoolers. In conclusion, the author points out that the insufficient development of the study leaves a prospect for further study of the process of forming preschool children's ideas about the positive result of joint activity, as the main indicator of the self-effectiveness of a group of preschoolers.

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An Educational Intervention to Increase Efficacy and Interdependence in Group Work

Cited by 7 publications

References 30 publications

Effects of a successful mathematics classroom framework on students’ mathematics self-efficacy, motivation, and achievement: a case study with freshmen students at a university foundation programme in Kuwait

Effects of a successful mathematics classroom framework on students’ mathematics self-efficacy, motivation, and achievement: a case study with freshmen students at a university foundation programme in Kuwait

Physical Education Teacher in Middle Schools: Requirements and Academic Profile

Formation of group self-efficacy in the conditions of joint activity in preschool children

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