Development Of A Team Interaction Observation Protocol And A Self Efficacy Survey Using Social Cognitive Theory As A Framework Article Swipe
Şenay Purzer
,
Dale Baker
,
Chell Roberts
,
Stephen Krause
·
YOU?
·
· 2020
· Open Access
·
· DOI: https://doi.org/10.18260/1-2--3203
YOU?
·
· 2020
· Open Access
·
· DOI: https://doi.org/10.18260/1-2--3203
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Development of a Team Interaction Observation Protocol and a Self-Efficacy Survey Using Social Cognitive Theory as a Framework Abstract In this paper, we present the development of two instruments designed to determine what student team interactions relate to self-efficacy and achievement. The social-cognitive theory constitutes the theoretical framework for the development of the instruments. Seven first-year engineering student teams participated in this study. Students took the self-efficacy survey and were video and audio-recorded during a semester. The first instrument created was a survey that measures engineering self-efficacy. Construct validity of this survey was established by correlating it with students’ achievement scores. The internal consistency of the self-efficacy survey is 0.9. The content validity of both instruments was established by a comprehensive literature review and feedback from a panel of experts. The second instrument is an observation protocol designed to capture team oral discourses that occur when solving engineering design problems. Thirty-five discourse moves were established through an iterative process of code development and refinement. These moves were grouped under six discourse categories: task-oriented, response- oriented, learning-oriented, support-oriented, challenge-oriented, and disruptive. The results show that achievement and gain in self-efficacy are significantly correlated. There is also a positive correlation between support-orientated discourse and post self-efficacy scores. Negative correlations are observed between disruptive discourse behaviors and post self-efficacy scores. Discussion includes recommendations for engineering educators on how to help teams build supportive environments and what to look for when evaluating student team interactions. Introduction Teamwork is a common practice in engineering. Likewise, engaging students to work in collaborative teams to solve design problems is a common practice in engineering schools. A close examination of the team interactions of first-year engineering students was the main focus of this study. Designing an observation protocol to assess complex team dynamics would help with future research in engineering education aiming to study team processes. Using a mixed- methods approach, we identified team discourse characteristics that were correlated with student self-efficacy and achievement. In the literature, team processes have been studied using diverse methods and tools such as peer evaluation surveys1 and verbal protocols 20, 22. Our study builds on these previous studies and contributes to teaching and research in engineering education in two ways: Firstly, it combines the survey, observation, and discourse analysis methods to establish a valid and reliable understanding of student team interactions. Secondly, the data for this study, collected through video and audio recordings, were obtained in a real first-year engineering classroom setting allowing us with an authentic view of student dynamics. The instruments designed in this study can be used for both research and instructional purposes. From a research perspective, the team observation protocol can be used to explore a key variable in team settings: communication. Before investigating diverse learning processes that occur in
Related Topics
Concepts
Construct (python library)
Social cognitive theory
Protocol (science)
Consistency (knowledge bases)
Self-efficacy
Psychology
Cognition
Computer science
Task (project management)
Process (computing)
Mathematics education
Applied psychology
Social psychology
Engineering
Artificial intelligence
Programming language
Pathology
Medicine
Operating system
Neuroscience
Systems engineering
Alternative medicine
Metadata
- Type
- article
- Language
- en
- Landing Page
- https://doi.org/10.18260/1-2--3203
- https://peer.asee.org/3203.pdf
- OA Status
- gold
- Cited By
- 11
- References
- 24
- Related Works
- 10
- OpenAlex ID
- https://openalex.org/W2606914977
All OpenAlex metadata
Raw OpenAlex JSON
- OpenAlex ID
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https://openalex.org/W2606914977Canonical identifier for this work in OpenAlex
- DOI
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https://doi.org/10.18260/1-2--3203Digital Object Identifier
- Title
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Development Of A Team Interaction Observation Protocol And A Self Efficacy Survey Using Social Cognitive Theory As A FrameworkWork title
- Type
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articleOpenAlex work type
- Language
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enPrimary language
- Publication year
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2020Year of publication
- Publication date
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2020-09-04Full publication date if available
- Authors
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Şenay Purzer, Dale Baker, Chell Roberts, Stephen KrauseList of authors in order
- Landing page
-
https://doi.org/10.18260/1-2--3203Publisher landing page
- PDF URL
-
https://peer.asee.org/3203.pdfDirect link to full text PDF
- Open access
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YesWhether a free full text is available
- OA status
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goldOpen access status per OpenAlex
- OA URL
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https://peer.asee.org/3203.pdfDirect OA link when available
- Concepts
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Construct (python library), Social cognitive theory, Protocol (science), Consistency (knowledge bases), Self-efficacy, Psychology, Cognition, Computer science, Task (project management), Process (computing), Mathematics education, Applied psychology, Social psychology, Engineering, Artificial intelligence, Programming language, Pathology, Medicine, Operating system, Neuroscience, Systems engineering, Alternative medicineTop concepts (fields/topics) attached by OpenAlex
- Cited by
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11Total citation count in OpenAlex
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2024: 1, 2021: 1, 2020: 1, 2019: 1, 2018: 1Per-year citation counts (last 5 years)
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24Number of works referenced by this work
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10Other works algorithmically related by OpenAlex
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