Self and collective efficacy as correlates of group participation: A comparison of structured and unstructured computer-supported collaborative learning conditions

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dc.contributor.authorFior, Meghann
dc.contributor.supervisorHadwin, Allyson
dc.date.accessioned2008-04-29T19:51:20Z
dc.date.available2008-04-29T19:51:20Z
dc.date.copyright2008en_US
dc.date.issued2008-04-29T19:51:20Z
dc.degree.departmentDepartment of Educational Psychology and Leadership Studies
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractThis study examines the relationship between self-efficacy for group work and collective efficacy in terms of participation within a computer supported collaborative environment across two collaborative conditions: (a) structured chat, and (b) unstructured chat. The purpose of this study was (a) to examine the relationship between self and collective efficacy and student participation, and (b) to examine the structure of reciprocal teaching roles, scripts and prompts in moderating the relationship between self-efficacy for group work and collaborative chat participation. Data were collected from 62 grade 10 students assigned to one of the two conditions: (a) structured chat enhanced with specific cognitive roles, scripts and prompts, or (b) unstructured chat enhanced by only a text based chat tool. The participants collaboratively discussed a challenging text in groups of 4 using a text-based chat tool. A relationship was found between self-efficacy and participation where collaborative condition moderated the relationship between efficacy and participation.en_US
dc.identifier.urihttp://hdl.handle.net/1828/912
dc.languageEnglisheng
dc.language.isoenen_US
dc.rightsAvailable to the World Wide Weben_US
dc.subjectEducationen_US
dc.subjectComputer-Supported Collaborative Learningen_US
dc.subject.lcshUVic Subject Index::Humanities and Social Sciences::Educationen_US
dc.titleSelf and collective efficacy as correlates of group participation: A comparison of structured and unstructured computer-supported collaborative learning conditionsen_US
dc.typeThesisen_US

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