Task performance in small group settings: the role of group members’ self-efficacy and collective efficacy and group’s characteristics

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JournalEducational Psychology
DateAccepted/In press - 11 Jun 2017
DateE-pub ahead of print (current) - 23 Jun 2017
Issue number9
Number of pages24
Pages (from-to)1082-1105
Early online date23/06/17
Original languageEnglish


The present study extends the literature by investigating the relative salience of self- and collective efficacy in predicting group performance among early adolescents in Indonesia. A total of 435 early adolescents (mean age 11.70 years, 53% female) were randomly assigned to groups of three to four and completed three group tasks (task 1: puzzles; task 2: math; task 3: puzzles). Results indicated that collective efficacy was a more salient predictor of group performance than self-efficacy. Examination of the interaction effects suggested that the positive effects of collective efficacy on task performance were moderated by the levels of individual members’ self-efficacy, that is, when group members’ self-efficacy was high, task performance was lower. However, the debilitating effect disappears in the last task, where self-efficacy no longer undermines task performance when group members’ collective efficacy is high. Interestingly, heterogeneity of the group in terms of gender and ethnicity composition significantly predicted task performance of the group: groups comprising more boys and groups comprising members of different ethnic backgrounds had lower task performance. Findings are discussed in relation to their theoretical contributions and applied implications for classroom teaching and learning.

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© 2017, Informa UK Limited. This is an author-produced version of the published paper. Uploaded in accordance with the publisher’s self-archiving policy. Further copying may not be permitted; contact the publisher for details.

    Research areas

  • Asia, Indonesia, Self-efficacy, academic achievement, academic performance, collective efficacy

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