Data from the project: Efficacy beliefs in a project-based learning setting
  • Description

    Social Cognitive Theory was used to investigate group work in a secondary school that specialises in project-based learning. The main goal was to investigate how self and proxy-efficacy of individuals are related to collective efficacy and performance of groups in a project-based learning context.

    Survey data was collected in electronic format via Google Docs and inputted to Excel, SPSS, and MPlus for analysis.

    The data available has been de-identified as per ethics approval.

    In the Attachments section of this record, the data files are included in a Zip download and are accompanied by a Data Description ReadMe file which provides an explanation of the applicable parameters and column headers.
    • - Start
      Data publication title Data from the project: Efficacy beliefs in a project-based learning setting
    • Description

      Social Cognitive Theory was used to investigate group work in a secondary school that specialises in project-based learning. The main goal was to investigate how self and proxy-efficacy of individuals are related to collective efficacy and performance of groups in a project-based learning context.

      Survey data was collected in electronic format via Google Docs and inputted to Excel, SPSS, and MPlus for analysis.

      The data available has been de-identified as per ethics approval.

      In the Attachments section of this record, the data files are included in a Zip download and are accompanied by a Data Description ReadMe file which provides an explanation of the applicable parameters and column headers.
      • Data type dataset
    • Keywords
      • Self-efficacy
      • Project-based learning
      • Secondary education
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    - License
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      • Statement of rights in data Copyright Western Sydney University
    - Citation
      Citation Hanham, Jose (2019): Data from the project: Efficacy beliefs in a project-based learning setting. Western Sydney University. https://doi.org/10.26183/5d08864d08ff1

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