Unravelling the interplay of sources of self-efficacy in negotiating in role-play simulations of political decision-making: A longitudinal in-depth case study

Duchatelet, Dorothy; Donche, Vincent; Bursens, Peter; Gijbels, David; Spooren, Pieter

doi:10.1016/j.cedpsych.2020.101874

Cited by 7 publications

(34 citation statements)

References 62 publications

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“…Face-to-face simulation games are a widely used method in civic education (Massing 2010), and their value for civic education in schools (Oberle et al 2018;Oberle et al 2020) as well as in political science education in universities (Fink 2015;Duchatelet 2019;Lohmann 2019) has been extensively discussed. On the contrary, there is hardly any research, let alone empirical research, about digital simulation games in civic education (Bachen et al 2015;Oberle et al 2017).…”

Section: Digital Simulation Games In Civic Educationmentioning

confidence: 99%

Does Scientific Evaluation Matter? Improving Digital Simulation Games by Design-Based Research

Ivens

Oberle

2020

Social Sciences

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Grounded in a design-based research approach, the aim of this article is to determine whether scientific evaluations help to (a) identify and fix problems in educational interventions and (b) eventually foster a more effective and positive evaluated intervention. Therefore, data from a longer-term evaluation of short digital simulation games about the European Parliament for civic education in schools were used. The data included three cycles of interventions with pre- and post-evaluations starting with the first prototype in 2015/2016 (n = 209), the second cycle in 2017/18 (n = 97), and the last one in 2019/20 (n = 222). After each evaluation, major problems and critiques regarding the simulation game were discussed with the developers, and changes were implemented in the game design. The four most important problems, the processes by which they were improved and the reactions of the participants in the following evaluations are pointed out in the article. A comparison of the last and first evaluation cycle showed an overall improvement of the simulation game regarding its effectiveness in transferring EU knowledge and the participants’ general satisfaction with the simulation game. This study underlines the value of the design-based research approach for developing educational interventions and can be useful for further work on civic education measures and the implementation of digital simulation games.

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Section: Digital Simulation Games In Civic Educationmentioning

confidence: 99%

Does Scientific Evaluation Matter? Improving Digital Simulation Games by Design-Based Research

Ivens

Oberle

2020

Social Sciences

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“…Self-efficacy in negotiating is an important learning outcome discussed in recent literature about role-play simulations of political decision-making (e.g. Duchatelet et al 2020 ). In general, the concept of self-efficacy refers to individuals’ judgement of their capabilities to execute certain courses of action required to achieve desired performances (Bandura 1997 ).…”

Section: Introductionmentioning

confidence: 99%

“…In the context of political simulations, the development of negotiating skills is a key learning goal, as these skills are essential for students to engage in simulations (Duchatelet et al 2021 ; Obendorf and Randerson 2013 ). In recent research, social persuasion, or receiving positive or negative judgements from significant others about their own capabilities (Bandura 1994 ; Won et al 2017 ), has been shown to be an important source for self-efficacy in negotiating development (Duchatelet et al 2020 ). However, to date, little is known about how, and which, simulation design elements contribute to self-efficacy in negotiating development by means of creating possibilities for social persuasion to emerge (Duchatelet et al 2020 ).…”

Section: Introductionmentioning

confidence: 99%

Fostering social persuasion as a source of self-efficacy in negotiating through simulation design

Veerman

Duchatelet

2023

Eur Polit Sci

Self Cite

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The current study followed the need for more research concerning the understanding of the relationship between simulation design and self-efficacy in negotiating development within role-play simulations of political decision-making. More specifically, the purpose of this study was to investigate the relationship of social persuasion as a source for self-efficacy in negotiating with simulation design elements. The research was conducted in a three-day simulation about the EU decision-making process. By means of daily diaries and semi-structured interviews, critical incidents about the emergence of social persuasion influencing self-efficacy development were defined. Data were analysed by applying thematic content analysis. Findings show that social persuasion was largely facilitated by the simulation design that offered possibilities for informal contact. Supplementary Information The online version contains supplementary material available at 10.1057/s41304-023-00420-1.

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“…By using episodic interviewing, this work addressed students’ generalized beliefs as well as the complexity of student-classroom environment-interactions in real school-life situations ( Flick, 2011 , 2018 ). By analyzing the interviews following the rules of qualitative content analysis, this study applied a rigorous and hybrid (or: integrated; i.e., combined qualitative and quantitative) approach for analyzing qualitative material ( Mayring, 2000 , 2007a , 2014 ; Mayring and Brunner, 2006 ; Scheufele, 2008 ; Burzan, 2016 ; Krippendorff, 2019 ; Gläser-Zikuda et al, 2020 ; e.g., Duchatelet et al, 2020 ). The research question that we addressed in our qualitative, integrative, and student-oriented study was: Which factors contribute to students’ competence satisfaction through students’ perspectives?…”

Section: Introductionmentioning

confidence: 99%

Why students feel competent in the classroom: A qualitative content analysis of students’ views

et al. 2022

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This qualitative study aimed to identify and to systematize factors that contribute to students’ competence satisfaction in class from students’ perspectives. Based on self-determination theory as our primary theoretical background, we conducted episodic interviews with 25 high school students. A combined deductive-inductive qualitative content analysis approach was applied. As our key finding, we revealed different teaching factors within and beyond self-determination theory (i.e., structure, autonomy support, relatedness support, mastery goal structure, perceived error climate, teaching quality, teachers’ reference norm orientations) as well as additional factors (e.g., students’ motivation and engagement, peer climate and reciprocal peer support) that contributed to students’ competence satisfaction in class from the students’ points of view. This study contributes to existing research on why students’ competence satisfaction arises in class by complementing it with an integrative, explorative, and student-oriented perspective.

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Unravelling the interplay of sources of self-efficacy in negotiating in role-play simulations of political decision-making: A longitudinal in-depth case study

Cited by 7 publications

References 62 publications

Does Scientific Evaluation Matter? Improving Digital Simulation Games by Design-Based Research

Does Scientific Evaluation Matter? Improving Digital Simulation Games by Design-Based Research

Fostering social persuasion as a source of self-efficacy in negotiating through simulation design

Why students feel competent in the classroom: A qualitative content analysis of students’ views

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