Relationships between self-processes and group processes with friends and acquaintances
José Hanham
University of New South Wales
John McCormick
University of Wollongong
This preliminary study explored relationships between key self-processes, specifically, independent vs. interdependent self-construal and self-efficacy, with students' attitudes toward group work with friends and acquaintances. The sample comprised 188 students from two Independent high schools in metropolitan Sydney, Australia. Data were collected using a self-report questionnaire, and analysed using exploratory factor analysis and multiple regression analysis. Of the two sets of self-beliefs, self-construal and self-efficacy, the latter was more strongly related to students' attitudes toward cooperation. Furthermore, there was support for a "flow-on" effect in which self-efficacy developed in the friendship context generalised to the acquaintance context.
Of particular interest for this study, is literature which suggests that self-related motivational processes are likely to differ depending on whether the independent or interdependent self is active (Brewer & Gardner, 1996; Cross, Bacon & Morris, 2000; Markus & Kitayama, 1991). Clear evidence can be found in research related to the effects of self-construal on how people approach in-groups and out-groups. It is important to note that an "in-group" is more than just an aggregate of persons that exists through happenstance, for example, people on the same bus. Rather, there is a sense of common identity which creates a social bond between people in a particular group. A tight-knit nuclear family or a close circle of friends are examples of in-groups.
Research has shown that when independent self is active, people are likely to give greater weight to personal goals than goals of the in-group (Oyserman, Coon & Kemmelmeier, 2002). A prime goal for those with an independent mind-frame is to be autonomous, distinct and separate from others. Conversely, when the interdependent self is active, an individual is likely to subsume, or at least equate, her or his personal goals with those of the in-group (Markus & Kitayama, 1991). When interdependent self is salient, a key goal is to facilitate and strengthen strong cooperative relationships with fellow in-group members. One of the consequences of this is that when interdependent self is active, an individual is likely to be acutely aware of, and sensitive to, the needs of others in the in-group (Cross et al., 2000; Markus & Kitayama, 1991).
In terms of understanding how group processes self-efficacy beliefs are likely to develop, it is important to draw on Bandura's (1997) social cognitive theory. According to this theory, students' self-efficacy beliefs for group processes are likely to stem from four principal sources. Previous mastery experience in executing process skills such as building on the ideas of others and coordinating the activities of the group, is the most powerful source of self-efficacy for group processes. Although indirect, observing peers of perceived similar ability engage in the process aspects of working in a group, may also be a relatively strong source of self-efficacy for group processes. Verbal persuasion from teachers or fellow group members about group process skills, and interpretation of physiological and affective states when working in a group can also be a source of self-efficacy (Bandura, 1997).
Group work is most likely to appeal to students for whom interdependent self is salient. These students are likely to seek opportunities to interact as much as possible with the in-group (friends) (Markus & Kitayama, 1991). Consequently, one may reasonably expect highly interdependent students to have had extensive mastery experiences working in friendship groups. Consistent with the literature on self-efficacy (Bandura, 1997; Pajares, 1996), these mastery experiences may be expected to lead to relatively strong self-efficacy for working with friends. Furthermore, given special emphasis placed on facilitating and maintaining cooperative relationships with the in-group (Markus & Kitayama, 1991), it seems reasonable to predict that students, for whom interdependent self is active, are likely to have cooperative attitudes when working with friends. However, whilst the friendship group is likely to be the most salient referent group, students who perceive themselves interdependent with classmates, are likely to appreciate the importance of being cooperative when undertaking collective activities, in general. Therefore, it is reasonable to assert that students with an interdependent mind-frame are also likely to have a cooperative attitude when working with acquaintances.
Students for whom independent self is salient are likely to favour instructional settings which provide them with opportunities to work autonomously. Although in some group work situations there may be opportunities to work autonomously (Cohen, 1994), many group activities require a high level of interaction between people, as well as the need to put personal interests aside for the good of the group (Cohen, 1994). As a consequence, students for whom independent self is salient are likely to be disinclined to pursue opportunities to work in groups. This is even likely to apply to working with friends, given that those with an independent self-construal tend to be ambivalent toward in-groups (Kim, 1994). Consequently, one may expect these students to have relatively low self-efficacy for working in groups with either friends or acquaintances. Moreover, given that working interactively and sacrificing personal interests for the good of the group tends to be incompatible with being independent (Markus & Kitayama, 1991), one may also predict that students who define self in independent terms are likely to have a negative attitude toward cooperating in groups in general, regardless of whether they are friends or acquaintances.
The literature on self-efficacy suggests that these beliefs vary in terms of their domain-specificity (Bandura, 1997). In the context of this study, group work with friends and group work with acquaintances can be considered distinct sub-domains within the over-arching domain school-based group work (Hanham & McCormick, 2007). Indeed, it would seem reasonable to assert that a student's self-efficacy beliefs for her process skills will differ depending on whether she works in a group with friends or works in a group with acquaintances. A student, who has been successful in working on joint activities with friends, may be highly self-efficacious for working in such contexts. Conversely, another student may be more self-efficacious for working with acquaintances, possibly because he tends to be distracted by aspects of the friendship and perceives that she is more likely to stay on-task when working with acquaintances.
Students who are highly efficacious for particular activities tend to positively engage in those activities, for example through increased effort and persistence (Bandura, 1997). Focusing specifically on self-efficacy for group processes, research in organisational contexts (Eby & Dobbins, 1997) found that self-efficacy for group processes was related to levels of cooperation in teams. Based on this and the notion that cooperative relationships are an integral part of successful, joint activities (Johnson, Johnson, & Stanne, 2000; Slavin, 1996), one may expect students who are highly efficacious for their group process skills to generally have cooperative attitudes when working in groups. Therefore, in the context of this study, students who are highly self-efficacious for working with friends may be predicted to have cooperative attitudes toward friends. Similarly, those who are highly self-efficacious for working with acquaintances may be expected to have cooperative attitudes when working in such contexts.
Although students' judgments of self-efficacy for working in groups may vary depending on with whom they work, it is possible that self-efficacy beliefs for working in one domain may generalise to other similar contexts (Bandura, Adams, & Beyer, 1977). Aside from family, most students' initial experiences of engaging in groups take place with friends. Therefore, it seems reasonable to expect that most students' self-efficacy beliefs for working with others are likely to originate from the friendship context. Although there may be differences working with friends compared to acquaintances, the process skills required to work effectively with others are essentially the same in both contexts. Therefore, it is predicted that self-efficacy developed by being successful by working in groups with friends may "flow on" to some extent to acquaintance contexts.
Following the above analysis, we posited the following hypotheses.
To minimise time demands the questionnaires were administered in class groups. As part of the administration protocol, participants were assured that the questionnaire was not an exam, and there were no right or wrong answers. It was re-emphasised that their responses would be completely confidential. The participants were asked not to speak or influence each other's responses in any way. In most cases the questionnaires were completed within 10 to 15 minutes.
Essentially, the self-efficacy items were designed to assess each student's perceived capability to perform specific group process skills. Participants were asked, how confident they were that they could successfully execute skills such as, "coordinate the activities of the group" and "build on other group members' ideas".
Interdependent Self comprised six items and was characterised by self-definition in terms of membership of the group, for example, "My classmates help define who I am". Independent Self-Uniqueness consisted of five items concerned with definition of oneself as unique and distinct from fellow classmates, for example, "I am a unique person separate from my classmates". Independent Self-Non-Influence consisted of two items which were about placing special emphasis on defining self independently of the influence of classmates, for example, "My classmates do not influence how I see myself". Although the alpha reliability score for this factor was relatively low (alpha = .55), it was decided to retain it for possible further analyses as it was deemed to be theoretically coherent, and Cronbach alpha reliability measures tend to be sensitive to small numbers of items (Cortina, 1993).
Interdependent Self (alpha = .85) | Loadings | |||
1. | My classmates help define who I am. | .78 | ||
12. | In general, my relationships with my classmates are an important part of how I see myself. | .75 | ||
5. | The well-being of my classmates is very important to me. | .71 | .15 | .17 |
10. | I usually feel a strong sense of pride when a classmate has an important accomplishment. | .68 | .22 | |
7. | I enjoy spending time with my classmates | .65 | ||
16. | When I think of myself I often think of my classmates with whom I often associate. | .61 | -.18 | |
Independent Self-Uniqueness (alpha = .66) | ||||
4. | I am a unique person separate from my classmates. | .69 | .20 | |
6. | I like to stand-out from my classmates. | .61 | ||
11. | I prefer to be distinguished from my classmates. | .47 | ||
15. | I am comfortable being singled out for praise and rewards. | .45 | ||
9. | My personal identity separate from my classmates is very important to me. | .42 | .26 | |
Independent Self-Non-Influence (alpha = .55) | ||||
2. | My personal views are not shaped by my classmates. | .19 | .66 | |
8. | My classmates do not influence how I see myself. | .62 |
Self-Efficacy Friends-Receptiveness of Ideas (alpha = .83) | Loadings | ||
10. | I can accept other group members' viewpoints. | .95 | |
11. | I can build on other group members' ideas. | .67 | |
4. | I can encourage other group members to express their viewpoints. | .65 | |
9. | I can ask other group members for their ideas. | .62 | |
Self-Efficacy Friends-Group Facilitation (alpha =.76) | |||
5. | I can play an effective role in the running of the group. | .70 | |
1. | I can make a valuable contribution to a group project. | .64 | |
7. | I can coordinate the activities of a group. | .63 | |
2. | I can clearly explain my ideas to the group. | .58 |
Self-Efficacy Friends-Receptiveness of Ideas consisted of four items related to a student's judgment of his or her capacity to consider and build on ideas of other group members who were friends, for example, "I can accept other group members' viewpoints". Self-Efficacy Friends-Group Facilitation comprised four items concerned with self-efficacy for organising the group's efforts, for example, "I can coordinate the activities of the group".
Self-Efficacy Acquaintances-Receptiveness of Ideas (alpha =.86) | Loadings | ||
10. | I can accept other group members' viewpoints. | .89 | |
11. | I can build on other group members' ideas. | .81 | |
4. | I can encourage other group members to express their viewpoints. | .67 | |
9. | I can ask other group members for their ideas. | .64 | .34 |
Self-Efficacy Acquaintances-Group Facilitation (alpha =.80) | |||
5. | I can play an effective role in the running of the group. | .74 | |
7. | I can coordinate the activities of a group. | .70 | |
2. | I can clearly explain my ideas to the group. | .65 | |
1. | I can make a valuable contribution to a group project. | .65 |
Cooperative Attitude-Helping Friends comprised eight items that referred to giving and receiving assistance as well as sharing resources with fellow group members who were friends. "When a group member asks for help I give it" is an item that loaded onto this factor. Cooperative Attitude-Flexibility Friends consisted of two items concerned with a student's willingness to swap tasks with fellow group members if necessary, and to alter ideas if they conflicted with those of others in the group. "I am willing to change my ideas if they clash with others in the group" is an example of an item which loaded onto this factor.
Cooperative Attitude-Helping Friends (alpha = .88) | Loadings | ||
6. | I am willing to help finish work given to other group members even if I may not receive anything in return. | .87 | |
5. | If other group members are busy I try to offer assistance. | .84 | |
3. | I am prepared to share resources with other group members. | .65 | |
1. | When a group member asks for help I give it. | .65 | |
2. | I am willing to help finish work given to other group members. | .64 | |
9. | If I need help from another group member I ask for it. | .47 | |
7. | I try to emphasise working with others. | .37 | |
11. | I am prepared to listen to other group members' opinions even if I disagree with what they have to say. | .31 | |
Cooperative Attitude-Flexibility Friends (alpha = .56) | |||
10. | I am willing to change my ideas if they clash with others in the group. | .75 | |
8. | If I were good at a task but asked to swap with another group member I would do so. | .47 |
Cooperative Attitude-Acquaintances (alpha = .93) | Loadings | |
4. | I try to be cooperative. | .82 |
5. | If other group members are busy I try to offer assistance. | .82 |
3. | I am prepared to share resources with other group members. | .81 |
6. | I am willing to help finish work given to other group members even if I may not receive anything in return. | .80 |
1. | When a group member asks for help I give it. | .77 |
2. | I am willing to help finish work given to other group members. | .74 |
9. | If I need help from another group member I ask for it. | .71 |
11. | I am prepared to listen to other group members' opinions even if I disagree with what they have to say. | .70 |
10. | I am willing to change my ideas if they clash with others in the group. | .70 |
7. | I try to emphasise working with others. | .70 |
8. | If I were good at a task but asked to swap with another group member I would do so. | .61 |
Cooperative Attitude-Acquaintances comprised eleven items that reflected students' attitudes toward helping, sharing, and being flexible with fellow group members who were not-close friends, for example, "I am prepared to share resources with other group members". That cooperative attitudes acquaintances contained items related to both being helpful and flexible is interesting. To remind the reader, in the friendship context there were two distinct cooperative attitude factors, one about giving and receiving help, and the other, about being flexible. One possible explanation for the difference is that students may be more familiar with working with friends than acquaintances, and hence may have been more likely to draw finer distinctions between being helpful and flexible in the friendship context than the acquaintance context.
1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | ||
1. | Interdependent Self | - | |||||||||
2. | Independent Self-Uniqueness | .03 | - | ||||||||
3. | Independent Self-Non-Influence | -.01 | .11 | - | |||||||
4. | Self-Efficacy-FR-REC | .24* | .08 | .21* | - | ||||||
5. | Self-Efficacy-FR-GRF | .17* | .24* | .12 | .15* | - | |||||
6. | Self-Efficacy-ACQ-REC | .25* | -.02 | .16* | .58* | .24* | - | ||||
7. | Self-Efficacy-ACQ-GRF | .06 | .19* | .11 | .02 | .53* | .17* | - | |||
8. | Cooperative-Attitude-Helping-FR | .28* | .24* | .18* | .38* | .33* | .26* | .04 | - | ||
9. | Cooperative-Attitude-Flexibility-FR | .30* | .05 | .13 | .43* | .09 | .23* | -.06 | .71* | - | |
10. | Cooperative-Attitude-ACQ | .31* | .06 | .14 | .36* | .17* | .63* | .19* | .49* | .40* | - |
FR = Friends; ACQ = Acquaintances Self-Efficacy-FR-REC = Self-Efficacy Friends-Receptiveness of Ideas Self-Efficacy-FR-GRF = Self-Efficacy Friends-Group Facilitation Self-Efficacy-ACQ-REC = Self-Efficacy Acquaintances-Receptiveness of Ideas Self-Efficacy-ACQ-GRF = Self-Efficacy Acquaintances-Group Facilitation Cooperative Attitude-Helping-FR = Cooperative Attitude-Helping Friends Cooperative Attitude-Flexibility-FR = Cooperative Attitude-Flexibility Friends Cooperative Attitude-ACQ = Cooperative Attitude-Acquaintances * p < .05 |
To test hypotheses 1a, 1b, and 2a, a multiple regression model with Cooperative Attitude-Helping Friends the dependent variable was developed (see Table 7). The order of entry of the predictor variables was based on the extent to which they could be considered to reflect students' beliefs about being connected to a specific group context. In this instance, the friendship group is the most salient group. Therefore, following the entry of the demographic variables, the two self-efficacy friend variables were entered together using stepwise procedures. Since Interdependent Self was about being connected to the class group, this was entered next. Finally, Independent Self-Uniqueness and Independent Self-Non-Influence were entered into the model using a stepwise procedure. Although related to groups, these variables were about being apart from the class group.
Step | New variable entered into the model | R2 | delta R2 | B | SE B | beta |
1 | Sex | .00 | .00 | -.24 | .19 | -.10 |
2 | Age | .00 | .00 | -.01 | .13 | -.01 |
3 | School Year | .02 | .02 | -.06 | .20 | -.03 |
4 | School | .11 | .09 | .31 | .16 | .17 |
5 | Self-Efficacy FR-REC§ Self-Efficacy FR-GRF§ | .25 .31 | .14 .06 | .33 .22 | .07 .08 | .34*** .20** |
6 | Interdependent Self | .34 | .03 | .20 | .07 | .19* |
7 | Independent Self-Uniqueness§ | .36 | .02 | .16 | .08 | .14* |
§ entered stepwise * p < .05 ** p < .01 *** p < .001 |
Although accounting for a relatively small (3%) proportion of the variance, Interdependent Self is a statistically significant predictor of Cooperative Attitude-Friends Helping. This provides partial support for hypothesis 1a, and suggests that the more interdependent a student was, the more likely she or he was to have a cooperative attitude toward helping friends, and vice versa. With respect to the independent self-construal variables, Independent Self-Uniqueness is a statistically significant predictor, albeit accounting for a small proportion (2%) of the variance, whilst Independent Self-Non-Influence is not statistically significant. Notably, the positive direction of the relationship between independent self-uniqueness and cooperative attitude-friends helping (see Table 6) was contrary to our original prediction (Hypothesis 1b). It could be that students in this study, who viewed themselves as relatively unique, perceived that being cooperative did not compromise their uniqueness. The self-efficacy friend variables are the two best predictors of Cooperative Attitude-Friends Helping accounting for 14% and 6% of the variance respectively. These results provide support for hypothesis 2a, and suggest that the more self-efficacious a student was for being receptive or a facilitator, the more likely he or she was to have a cooperative attitude toward friends, and vice versa. It is interesting to note that the School was initially a statistically significant predictor accounting for 9% of the variance. However, when Interdependent Self was entered into the model, this variable was no longer statistically significant. This suggests that some of the variance of Interdependent Self was accounted for by the school. In simple terms, some schools may foster interdependence more than others.
A regression model with Cooperative Attitude-Friends Flexibility was also used to test hypotheses 1a, 1b, and 2a (see Table 8). The order entry of variables was based on the same rationale as the previous model.
Step | New variable entered into the model | R2 | delta R2 | B | SE B | beta |
1 | Sex | .02 | .02 | .12 | .17 | -.06 |
2 | Age | .02 | .00 | -.11 | .12 | -.09 |
3 | School Year | .04 | .02 | .09 | .18 | .05 |
4 | School | .08 | .04 | .16 | .15 | .09 |
5 | Self-Efficacy FR-REC§ | .26 | .18 | .33 | .06 | .39*** |
6 | Interdependent Self | .32 | .06 | .23 | .07 | .24** |
§ entered stepwise * p < .05 ** p < .01 *** p < .001 |
In this model, Interdependent Self is a statistically significant predictor accounting for 6% of the variance. This result provides further support for hypothesis 1a. The two independent self factors are statistically non-significant, therefore, in this model, there is no support for hypothesis 1b. Hypothesis 2a is supported in that Self-Efficacy Friends-Receptiveness of Ideas is a statistically significant predictor, whilst Self-Efficacy Friends-Group Facilitation is not statistically significant.
To test hypotheses 1a, 1b and 2b, a multiple regression model with Cooperative Attitude-Acquaintances was tested (see Table 9). The order of variables in this model was again based on the extent to which they reflected students' beliefs about being connected to a specific group context. However, in this case the self-efficacy acquaintance variables were included rather than the self-efficacy friend variables.
Step | New variable entered into the model | R2 | delta R2 | B | SE B | beta |
1 | Sex | .00 | .00 | -.03 | .16 | -.01 |
2 | Age | .03 | .03 | -.13 | .11 | -.10 |
3 | School Year | .07 | .04 | .35 | .16 | .18* |
4 | School | .08 | .01 | -.04 | .14 | -.02 |
5 | Self-Efficacy FR-REC§ | .55 | .47 | .67 | .06 | .66*** |
6 | Interdependent Self | .57 | .02 | .18 | .06 | .16** |
§ entered stepwise * p < .05 ** p < .01 *** p < .001 |
Interdependent Self, although having only a small effect size (2%), is a statistically significant predictor. That is, the more interdependent a student was, the more likely she or he was to have a cooperative attitude toward acquaintances, and vice versa. This result, in combination with the fact that interdependent self is also a predictor of both of the cooperative attitude friend variables, means that hypothesis 1a is fully supported. With regard to the independent self variables, neither is a statistically significantly predictor. Self-Efficacy Acquaintances-Receptiveness of Ideas accounts for a relatively large 47% of the variance. This supports hypothesis 2b and suggests that the more self-efficacious a student was for being receptive to acquaintances, the more likely he or she was to have a cooperative attitude toward this group, and vice versa. The other self-efficacy acquaintance variable, Self-Efficacy Acquaintances-Group Facilitation is statistically non-significant. It is important to note that School Year is also a statistically significant predictor, accounting for 4% of the variance. In this case, Year 11 students (M = .23) were more likely to report positive cooperative attitudes toward acquaintances than Year 10 students (M = -.17). This may be explained in part by the fact that most school students mature as they progress through school.
To test hypotheses 3a and 3b a regression model with Self-efficacy Friends-Receptiveness of Ideas as the dependent variable was tested (see Table 10). The order of entry of the self-construal variables was again based on the extent to which they were about being part of a group. Therefore, following the entry of the demographic variables, Interdependent Self was entered, followed by Independent Self-Uniqueness and Independent Self-Non-Influence, which were entered together using stepwise procedures.
Step | New variable entered into the model | R2 | delta R2 | B | SE B | beta |
1 | Sex | .00 | .00 | -.14 | .22 | -.06 |
2 | Age | .00 | .00 | -.17 | .15 | -.13 |
3 | School Year | .06 | .06 | .55 | .22 | .28* |
4 | School | .10 | .04 | .34 | .18 | .17 |
5 | Interdependent Self | .14 | .04 | .25 | .08 | .23** |
6 | Independent Self-Non-Influence§ | .17 | .03 | .20 | .10 | .16* |
§ entered stepwise * p < .05 ** p < .01 *** p < .001 |
The results of the model provide support for hypothesis 3a, with Interdependent Self a statistically significant predictor of Self-efficacy Friends Receptiveness of Ideas, accounting for 4% of the variance. Independent Self-Non-Influence is also a statistically significant predictor, however, the direction of the relationship is positive (see Table 1), the opposite direction to our original prediction (see Hypothesis 3b). On reflection, there appears to be no obvious explanation for this result. It is important to point out that the School was initially statistically significant, accounting for 4% of the variance. However, when Independent Self-Non-Influence was added to the model, the school was no longer statistically significant. This suggests that some of the variance of Independent Self-Non-Influence is accounted for by the School.
A regression model with Self-Efficacy Friends-Group Facilitation as dependent variable was also used to test hypotheses 3a and 3b (see Table 11). The order of entry of variables was the same as the previous model.
Step | New variable entered into the model | R2 | delta R2 | B | SE B | beta |
1 | Sex | .00 | .00 | -.22 | .19 | -.11 |
2 | Age | .00 | .00 | -.18 | .13 | -.15 |
3 | School Year | .04 | .04 | .42 | .19 | .24* |
4 | School | .11 | .07 | .51 | .16 | .29** |
5 | Interdependent Self | .12 | .01 | .11 | .07 | .11 |
6 | Independent Self-Uniqueness§ | .16 | .04 | .21 | .08 | .21* |
§ entered stepwise * p < .05 ** p < .01 *** p < .001 |
Interdependent Self is statistically non-significant, and consequently, there is no support for hypothesis 3a. Notably, Independent Self-Uniqueness is also a statistically significant predictor accounting for 4% of the variance, but the direction of the relationship is positive (see Table 11), which is contrary to what we had originally anticipated (see Hypothesis 3b). This may be explained by the fact that facilitating others can at times involve standing apart, which is consistent with an independent self-construal (Markus & Kitayama, 1991). The regression model suggests that Year 11 students (M = .15) were more likely to be self-efficacious for facilitating in friendship groups than Year 10 students (M = -.10).
A model with Self-Efficacy Acquaintances-Receptiveness of ideas as the dependent variable was used to test not only hypotheses 3a and 3b, but also hypothesis 4, that self-efficacy for working with friendship groups would be related to self-efficacy for working with acquaintances (see Table 12). After entering the demographic variables, Self-Efficacy Friends-Receptiveness of Ideas was entered into the model, followed by Interdependent Self, and then the two independent self factors, which were entered using stepwise procedures.
Step | New variable entered into the model | R2 | delta R2 | B | SE B | beta |
1 | Sex | .00 | .00 | -.14 | .18 | -.06 |
2 | Age | .03 | .03 | .13 | .12 | .10 |
3 | School Year | .05 | .02 | .07 | .19 | .04 |
4 | School | .07 | .02 | -.05 | .16 | -.03 |
5 | Self-Efficacy-FR-REC | .36 | .29 | .51 | .07 | .54*** |
6 | Interdependent Self | .38 | .02 | .16 | .07 | .15** |
§ entered stepwise * p < .05 ** p < .01 *** p < .001 |
The results of the regression model provide support for hypothesis 3a, with Interdependent Self identified as a statistically significant predictor, albeit with a small effect size (2%). Neither of the independent self-construal variables is statistically significant, therefore there is no support of hypothesis 3b in this model. Strong support was found for hypothesis 4, with Self-Efficacy Friends-Receptiveness of Ideas identified as a statistically significant predictor accounting for 29% of the variance. Age was initially statistically significant, however, when School Year was added to the model, this was no longer the case.
A model with Self-Efficacy Acquaintances-Group Facilitation was also used to test hypotheses 3a, 3b and 4 (see Table 13). The rationale for the order of entry of variables was the same as the previous model.
Step | New variable entered into the model | R2 | delta R2 | B | SE B | beta |
1 | Sex | .00 | .00 | .04 | .18 | .02 |
2 | Age | .00 | .00 | -.17 | .12 | -.15 |
3 | School Year | .07 | .07 | .44 | .18 | .25* |
4 | School | .08 | .01 | -.13 | .15 | -.07 |
5 | Self-Efficacy-FR-GRF§ | .31 | .23 | .53 | .08 | .52*** |
6 | Interdependent Self | .31 | .00 | -.02 | .07 | -.02 |
§ entered stepwise * p < .05 ** p < .01 *** p < .001 |
None of the self-construal variables emerged as a statistically significant predictor of self-efficacy acquaintances. As a result, there is no support in this model for hypotheses 3a and 3b. With respect to hypothesis 4, there is again strong support for this hypothesis with Self-Efficacy Friends-Group Facilitation being having the largest effect size (23%). School Year is also a statistically significant predictor accounting for 7% of the variance with Year 11 students (M = .21) more likely to report being self-efficacious about taking on a facilitator role when working with acquaintance groups than Year 10 students (M = -.15). This result may be related to increased maturity as a student progresses through school.
The sample size is relatively small (N = 188) and a replicated study with a larger sample is desirable. Further a more substantial follow-up study should employ a random sample. Triangulation with observational and interview data could be used in future research to confirm and extend some of the findings of the study. Moreover, since the main emphasis of our study was relationships between self-beliefs and student attitudes, it would be important for future studies to investigate relationships between self-beliefs and actual group behaviour and group performance. Indeed, people's attitudes are not always in concert with their behaviours. Notwithstanding, attitudes to group work have been identified in studies of teams in the workplace as a critical predictor of group behaviour and performance (Cannon-Bowers & Salas, 1997; Cannon-Bowers, Tannenbaum, Salas & Volpe, 1995).
Of the two sets of self-beliefs that were the main foci of the research, self-construal and self-efficacy, the latter emerged as strongly related to students' attitudes toward cooperation with friends and acquaintances. This link between self-efficacy and cooperation is important in two key respects. First, it is consistent with past research on teams in organisations (Eby & Dobbins, 1997). Second, and perhaps more importantly, it may be of assistance to educators in helping them to better prepare students to work in groups. Training students to work collaboratively with others has been the focal point of a number of recent studies on group work in schools (Blatchford et al., 2006; Gillies, 2000; Prichard et al., 2006). The results for this study, especially the large effect sizes associated with self-efficacy for being receptive, suggests that honing students' receptiveness skills may be particularly important for preparing students to work in groups requiring a high level of cooperation.
Potentially one of the important findings of the study was the positive relationships between the self-efficacy friend variables and their equivalents in the acquaintance context. This provides some support for our argument that self-efficacy developed in the friendship context can "flow on" or transfer to the acquaintance context, and is consistent with previous research which suggests that self-efficacy developed in one context can generalise to other similar contexts (Bandura, Adams, & Beyer, 1977). Whilst we acknowledge this is speculative and the nature of our data precludes drawing causal conclusions, logic would suggest that students' self-efficacy beliefs for working with others would likely originate in the friendship context rather than the acquaintance context. Indeed, some researchers (Zajac & Hartup, 1997) have argued that the friendship group serves as a key developmental context for nurturing students' skills as co-learners.
The relationships between self-construal and the self-efficacy variables were more complex than originally conceptualised. We had expected that, in general, the higher the interdependence, the higher would be the self-efficacy, whilst the higher the independence, the lower would be the self-efficacy. However, the data suggested that in the friendship context, highly interdependent students were likely to be self-efficacious for being receptive, whilst highly independent-unique students were likely to be self-efficacious for group facilitation. That self-efficacy for different process skills varied, depending upon which self-construal was salient, is important, especially with regards to group role-specialisation (Webb & Palincsar, 1996). When organising group work, teachers often have to make decisions about the types of group roles (e.g. note taker or facilitator) that are most appropriate for each student (see Kagan, 1992). If teachers are able to identify which self-construal is salient, for example, through diagnostic devices such as pre-tests, they may be better able to assign students to roles for which they are likely to believe themselves most capable, or strategically prepare them for other roles through mastery experiences.
With respect to the relationships between self-construal and cooperative attitude variables, these were in some cases consistent, and in other cases, inconsistent, with the literature. Although accounting for less variance than the self-efficacy variables, the positive link between interdependence and cooperative attitudes in both friendship and acquaintances is nevertheless consistent with past research on teams in the workplace (Oetzel, 2001).
Although accounting for a relatively small percentage of the variance, the more independent a student was in terms of perceiving self as unique, the more likely he or she was to have a cooperative attitude in terms of helping, was unexpected. Our original position based on the literature was that highly independent students were likely to have a negative attitude toward cooperation. On reflection, there may be many different reasons for students' having a cooperative towards others. Whilst speculative, it is possible that some highly independent students may have had a cooperative attitude for instrumental reasons. That is, they were cooperative as a means of meeting a personal goal.
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Authors: José Hanham is a PhD candidate in the School of Education at the University of New South Wales. His research interests are related to group work in schools, in particular, identifying cognitive-motivational processes that underlie student attitudes and behaviours in groups.
John McCormick is an Associate Professor in the Faculty of Education at the University of Wollongong. His primary research interests are related to motivation, in particular, social cognition, attribution, stress and cross-cultural differences. Please cite as: Hanham, J. & McCormick, J. (2008). Relationships between self-processes and group processes with friends and acquaintances. Issues In Educational Research, 18(2), 118-137. http://www.iier.org.au/iier18/hanham.html |