This study examines the relationship between supervisors’ transformational leadership behaviors and their work groups’ subsequent affective well-being and job satisfaction under specific moderating conditions (collective efficacy and perceptions of meaningful work). Longitudinal data from 42 work groups in a Canadian government organization was used to test the proposed relationships. Work groups’ collective efficacy has a significant moderating effect on the relationship between transformational leadership and positive group affective well-being. Specifically, groups with lower levels of collective efficacy exhibit a stronger relationship between transformational leadership behaviours and both affective well-being and job satisfaction.

The rapid rate of urbanisation, which is characteristic of the current South African context, could have important consequences for the psychological and physiological health of individuals (Malan et al., 2008; Vorster et al., 2000). Communities in transition face challenges that influence every component of human functioning (Choabi & Wissing, 2000; Malan et al., 2008; Van Rooyen et al., 2002; Vorster et al., 2000). Self-efficacy and collective efficacy are among constructs that have been shown to contribute to psychological well-being, and can serve as buffers that could make this process of adaption easier for communities in the process of urbanisation (Bandura, 1997; Karademas, 2006; Sui, Lu, & Spector, 2007). Previously, a variety of studies have focused on self-efficacy and collective efficacy in other Western and Eastern contexts. There is however little information on the impact that these constructs have within an African context, and• especially on the well-being of individuals finding themselves in these communities in transition. As it has been demonstrated that contextual and cultural factors may influence the manifestation of psychological well-being (Cohen, Inagami, & Finch, 2008; Temane & Wissing, 2008; Wissing, & Temane, 2008; Wissing, Wissing, Du Toit, & Temane, 2006), more context-specific research is called for. Increased knowledge of self-efficacy and collective efficacy and how it manifests the African context could help with the promotion of the psychological well-being of groups in transition. Thus, the purpose of this study was to determine the differential influence of self-and collective efficacy on the psychological well-being of :individuals within a community in transition. Participants were selected from a traditionally more collectivistic South-African cultural context. The research sample consisted of 1050 Setswana-speaking participants from both urban and rural areas. They completed measures including Community Collective Efficacy Scale (abridged) (CCES) (Carroll, Rosson, & Zhou, 2005), the Generalized Self-Efficacy Scale (GSE) (Schwarzer & Jerusalem, 1993), the Satisfaction with Life Scale (SWLS) (Diener, Emmons, Larsen, & Griffin, 1985) and the Affectometer 2 (short version) (AFM) (Kammann & Flett, 1983). The SWLS and AFM were used to measure the psychological well-being on cognitive judgemental and affective levels respectively. Descriptive statistics shed some light on the levels of self efficacy, collective efficacy and psychological well-being within this community. Correlation analysis was done to test the relationship between self-efficacy, collective efficacy and psychological well-being, and regression analysis was conducted to show the degree to which self-efficacy and collective efficacy successfully predict the levels of psychological wellbeing in rural and urban contexts. Available literature (e.g., Klassen, 2004) suggests that collective values and shared beliefs would be more important to individuals within rural areas because of assumed traditional collectivistic orientation, and that individuals from urban areas will take on more individualistic values as urbanisation takes place. To test this assumption, it was hypothesized that collective efficacy would be a better predictor of psychological well-being than self-efficacy in the rural context, and that self-efficacy will be a better predictor of psychological well-being than collective efficacy in the urban context. The results indicated that although the group as a whole experience slightly lower psychological well-being than that reported in previous studies, it seemed that psychological well-being might actually increase as urbanisation takes place. Satisfaction with life (SWL) seemed to be more strongly associated with urbanisation than affective well-being. The rural group's considerably lower SWL could possibly be explained by the perception of these individuals that people living in an urban environment have a better quality of life. While the level of self-efficacy reported for the group as a whole was found to be comparable, albeit lower than results from previous studies, there were no relevant studies with which to compare our participant group's level of collective efficacy. Individuals living in an urban setting reported higher levels of self-efficacy and collective efficacy compared to the rural group This might indicate that individuals who move from a rural to an urban setting do not necessarily adopt individualistic values at the cost of their collectivistic cultural orientation, and in fact have more confidence in their individual and conjoint capabilities to achieve their goals. It was found that a significant relationship seemed to exist between self-efficacy, collective efficacy and the measures of psychological well-being, which suggests a dynamic interplay between these two constructs. Results showed that these individuals' beliefs in their individual ability, self-actualization and personal identity are important for their maintained well-being, and is strongly linked to their shared beliefs in the group's conjoint capabilities. Results from the regression analysis showed that, in contradiction to the above hypothesis, self-efficacy had a significant influence on the prediction of psychological well-being for the group as a whole as well as in the rural context. Interestingly, collective efficacy had a significant influence on the variance in psychological well-being in the urban area. The effect of efficacy .beliefs on affective well-being seemed to stay the same irrespective of the context, while collective efficacy gained importance in the prediction of SWL in the urban context. This indicates that individuals from the urban context might attach even more value to their collective orientation when they move from the traditional collectivistic setting to a more individualised setting where collectivism is not a given anymore and they have to consciously work towards it. In conclusion it can be said that efficacy beliefs remain important factors in the prediction of psychological well-being for individuals irrespective of the process of urbanisation or in which context they find themselves. The practical implication is that raising either self-efficacy or collective efficacy will lead to increased psychological well-being and possibly better adjustment during the urbanisation process. Although these results provided some answers, a number of questions were raised about widely held assumptions regarding the cultural orientation of individuals and the effect of urbanisation on cultural value systems. / Thesis (M.Sc. (Clinical Psychology))--North-West University, Potchefstroom Campus, 2009.

There is a lacuna in the literature regarding the measurement of community collective efficacy, especially in an African context. Previously, a variety of studies have used and validated self-efficacy measures in Western social contexts (Chen, Gully & Eden, 2001; Schwarzer & Jerusalem, 1993; Carroll, Rosson & Zhou, 2005). Findings from cross-cultural psychology indicate that human behaviour is not acontextual (Devonport & Lane, 2006; Karademas, 2006; van de Vijver & Leung, 1997). Thus, this study was an attempt to explore the validation of a community collective efficacy scale in an African cultural context. A sample of 1050 Setswana-speaking participants was drawn from both urban and rural areas. The participants came from a relatively more collectivistic cultural context. Measuring instruments such as the Community Collective Efficacy Scale (Carroll, Rosson & Zhou, 2005), the Generalised Self-Efficacy Scale ( Schwarzer & Jerusalem, 1993), the New General Self-Efficacy Scale ( Chen, Gully & Eden, 2001), the Sense of Coherence Scale (SOC-29) (Antonovsky, 1987, 1993) the Affectometer 2 (short version) (AFM) (Kammann & Flett, 1983), the Satisfaction with Life Scale (SWLS) (Diener, Emmons, Larsen & Griffin, 1985) and the General Health Questionnaire (GHQ-28) (Goldberg & Hillier, 1979) were used in this study. Criterion-related validity of the CCES was established. Construct validity was determined by conducting confirmatory and exploratory factor analyses on the community collective efficacy scale. Results indicated a Cronbach alpha reliability coefficient of 0.72 for the CCES and an acceptable inter-item correlations. Criterion-related validity was satisfactory. Confirmatory factor analysis indicated a good fit and exploratory factor analysis yielded only one factor on the items used. The results of the study indicated that overall, the CCES may be a valid measure of community collective efficacy in the sample selected for the study based on parameter estimates. Future studies should further validate this instrument cross-culturally in various African groups and contexts. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2008.

The two part purpose of this study is to first test whether perceived collective efficacy is positively significantly related to student achievement in select Texas suburban elementary schools. The second part is to determine which of three collective efficacy belief measures has the greatest predictive validity. Collective efficacy beliefs are grounded in social cognitive theory which explains a group’s belief in its capability to attain desired effects. Collective efficacy beliefs can influence the effort a group puts forth to achieve desired effects. In the context of education, a highly efficacious faculty that collaborates and works hard on a daily basis is likely to overcome arduous obstacles and achieve high levels of student success. Five districts participated and 100 schools were sampled in this study. However, due to missing data, only 97 schools were included in this study. Teacher respondents varied in age, ethnicity and experience within the five districts included in the sample. For test of predictive validity, student level data was also used, which included student level characteristics as well as 4th and 5th grade reading and math Texas Assessment of Knowledge and Skills (TAKS) scores representing student achievement. Factor and reliability analyses were used to create the Collective Efficacy Scale Short Form (CES-Short Form) and the Collective Teacher Belief Scale (CTBS). Both measures have been utilized for over a decade and the results were aligned with past studies. The third measure of collective efficacy was developed by Bandura who pioneered the field of efficacy belief research. A partial correlation was conducted to find the unique variance in student achievement that was explained by each measure. Of the three measures, the CES-Short Form explained more variance in math and reading achievement when accounting for the other two measures while maintaining significant results (p = 0.01). Further tests using multilevel analysis were consistent with these findings, specifically the CES-Short Form had the strongest relationship with achievement and the Bandura measure was not significantly related to reading and math achievement in multilevel models with controls for student and school characteristics. The results confirmed that perceived collective efficacy was a positive predictor of student achievement in select Texas suburban elementary schools with the CES-Short Form having greater predictive validity than the other two measures. Implications of this study for future research are discussed on collective efficacy beliefs in schools.

Thesis (M.S.)--Miami University, Dept. of Physical Education, Health, and Sport Studies, 2004. / Title from first page of PDF document. Includes bibliographical references (p. 70-77).

Thesis (M.A.)--Miami University, Dept. of Psychology, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 21-23).

Orientadora : Profª. Drª. Joice Mara Facco Stefanello / Dissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciências Biológicas, Programa de Pós-Graduação em Educação Física. Defesa: Curitiba, 28/03/2014 / Inclui referências / Área de concentração: Exercício e esporte / Resumo: O presente estudo objetivou validar a tradução e adaptação transcultural do Collective Eficcacy Questionnaire for Sports (CEQS) para atletas brasileiros de diferentes modalidades esportivas coletivas. Realizou-se a técnica de tradução reversa (back translation) e, posteriormente, a validação de conteúdo do Questionário de Eficácia Coletiva para o Esporte (CEQS) por um grupo de 10 especialistas, por meio do Coeficiente de Validade de Conteúdo (CVC) para a clareza de linguagem, pertinência prática e relevância teórica dos 20 itens. A dimensão teórica também foi analisada por meio do índice de concordância Kappa. A correspondência entre as versões em inglês e português foi avaliada por um grupo de 10 atletas bilíngues, considerando o Índice de Correlação Intraclasse (ICC) e Índice Kappa. Realizou-se Análise Fatorial Confirmatória (AFC) para verificar a adequação do modelo de cinco fatores do CEQS. Calcularam-se os índices de consistência interna geral e de cada questão pelo Alpha de Cronbach. A estabilidade da escala foi verificada por meio de teste e reteste da versão traduzida, sendo avaliada pelo Índice de Correlação Intraclasse (ICC), Índice Kappa e Correlação de Spearman. A validade de critério foi avaliada pela correlação de Spearman entre o Questionário de Eficácia Coletiva para o Esporte (CEQS) e o Questionário de Ambiente Grupal (GEQ). A sensibilidade do CEQS foi verificada por meio de média, desvio padrão e valor mínimo e máximo do escore do CEQS para três categorias etárias diferentes: infantil, infanto-juvenil e adulto, com atletas de ambos os sexos. A validação de conteúdo obteve índice geral de validade de 0,90, considerado aplicável. A correlação entre as versões em inglês e português do instrumento, respondidas pelos atletas bilíngues, apresentou valor de ICC acima de 0,70 para a maioria dos itens, indicando correspondência entre as duas versões. A Análise Fatorial Confirmatória (AFC) apontou valores próximos aos recomendados pela literatura para confirmar a adequação do modelo multidimensional de cinco fatores. A consistência interna apresentou valores de Alpha de Cronbach por itens e geral a= 0,93 adequados. O escore total apresentou valor suficiente (0,74), indicando possível estabilidade do instrumento. Houve correlação moderada e positiva entre o CEQS e o GEQ, revelando a validade de critério do CEQS. A sensibilidade do CEQS foi confirmada para as categorias infantil, infanto-juvenil e adulta feminina e infantil masculina. Para as categorias infanto-juvenil e adulto masculinas, sugere-se mais investigações quanto à sensibilidade da escala. Conclui-se que o Questionário de Eficácia Coletiva para o Esporte demonstrou boas propriedades psicométricas quanto à validade de conteúdo, construto e critério, bem como de fidedignidade (consistência interna e estabilidade temporal), além da sensibilidade, principalmente para as categorias infantil, masculina e feminina. No entanto, torna-se necessário que outros estudos sejam conduzidos para confirmar a sensibilidade para as demais categorias etárias. / Abstract: This study aimed to validate the translation and cross-cultural adaptation of the Collective Eficcacy Questionnaire for Sports (CEQS) for Brazilian athletes of different collective sports. Held a back-translation technique (back translation) and, subsequently, the content validation of the Collective Efficacy Questionnaire for Sports (CEQS) by a group of 10 experts, through the coefficient of Content Validity (CVC) to clarity of language, practical relevance and theoretical relevance of 20 items. The theoretical dimension was also analyzed using the Kappa index. The correspondence between the Portuguese and English versions was evaluated by a group of 10 bilingual athletes, considering the Intraclass Correlation Coefficient (ICC) and Kappa. Held Confirmatory Factor Analysis (CFA) to verify the adequacy of the five-factor model of CEQS. It was calculated the rates of overall and internal consistency of each question by Cronbach's alpha. The stability of the scale was verified by testing and retesting the translated version, being assessed by the Intraclass Correlation Coefficient (ICC), Kappa and Spearman correlation. Criterion validity was assessed by Spearman correlation between the Collective Efficacy Questionnaire for Sports (CEQS) and Group Environment Questionnaire (GEQ). The sensitivity of CEQS was verified by mean, standard deviation and minimum and maximum score of CEQS for three different age categories: infant, juvenile and adult, with athletes of both gender. The content validation finding general validity index of 0,90, considered applicable. The correlation between the Portuguese and English versions of the instrument, answered by bilingual athletes, showed a value of ICC above 0,70 for most items, indicating correspondence between the two versions. A Confirmatory Factor Analysis (CFA) showed values close to those recommended in the literature to confirm the suitability of the multidimensional model of five factors. The internal consistency showed Cronbach's alpha values for items and generally suitable a = 0,93. The total score showed sufficient value (0,74), indicating possible stability of the instrument. There was a moderate positive correlation between CEQS and GEQ, revealing the criterion validity of CEQS. The sensitivity of CEQS was confirmed for child categories, juvenile and adult female and male infant. For juvenile and adult male categories, suggest further investigation as the sensitivity of the scale. It was conclude that the Collective Efficacy Questionnaire for Sport has demonstrated good psychometric properties with respect to content validity, construct and criterion, as well as reliability (internal consistency and temporal stability), and the sensitivity, especially for the infant, male and female categories. However, it is necessary that further studies will be conducted to confirm the sensitivity for other age categories.

The purpose of this study was to examine principal behaviors, identified by teachers and principals, which foster collective efficacy among teachers. As instructional leaders of a school, principals are expected to lead their schools. Behaviors exhibited by the principal can either help or hinder the success of the school and teachers and students in that school. This study will assist principals, aspiring principals, and instructors of principal preparation programs in knowing what behaviors are necessary to foster collective efficacy in their schools, leading to greater success for that school. Collective efficacy is a shared belief that by working together, “we can make a difference.” This belief is of great importance in education because through collaboration, educators can influence the lives of children, while positively impacting the success of their school. In a world where testing accountability determines individual and school success, it is imperative to know how to meet those demands. Schools were chosen to participate in this study based on self-reported Collective Efficacy survey results. Principals of grades 9-12 in high-performing rural high schools in Kentucky were surveyed. Following the survey, three schools were chosen as focus sites for this study. The three schools chosen demonstrated high performance on state accountability assessments and had the highest self-efficacy scores on the self-reported survey. Principals and teachers from those schools were interviewed and/or participated in focus groups. This study identifies behaviors of the school principal in building collective efficacy among the teachers in his or her school. These behaviors can lead to a positive school environment and even greater success for students and teachers.

Alumni giving has become a vital revenue source for colleges and universities in the United States. For private universities, alumni support is integral to the institution’s growth and sustainability. As a result, there is a growing body of research on the factors that influence alumni giving in order for fundraising professionals to identify potential donors. This study aimed to enhance this body of research by examining first-generation, low-income, alumni giving from Hispanic women from a California Private University’s (CPU) Neighborhood Engagement Program (NEP). NEP is a need-based scholarship program for underserved students from CPU’s host city. The purpose of the study was to explore how NEP alumni become financially motivated to support a CPU as well as analyze how the social exchange theory can explain their giving behavior. The study employed a case study methodology, using NEP alumni giving and interviews to gather data. Out of the 1,177 alumni, 408 (34.6%) had made a gift to the university in their lifetime. In addition, the Hispanic alumni from this group gave at a more significant rate than other ethnic groups. Alumni who had made at least five gifts within the last five years from the university’s host city were invited to participate. This resulted in four Hispanic women agreeing to the interview. The study found that NEP alumni were motivated to give based on their positive undergraduate experience and their continued engagement with the university as alumni. The participants supported areas at the university that provided them with a sense of family and home while they were undergraduate students. These participants felt isolated at the university as they were from a minority group and as a result, they gravitated to programs and activities that connected them with peers from their same ethnic group. The NEP alumni were grateful for the scholarship support they received and now primarily give to scholarships to support Hispanic students. In exchange for giving, NEP alumni receive feelings that enhance their self-esteem and image as well as recognition. The findings support prior research on alumni giving and adds to this growing body of research.

Over the past two decades, research has shown links between collective teacher efficacy and student achievement. While the benefits of high levels of collective teacher efficacy have been documented, research focused on how it is developed in school serving socio-economically disadvantaged students and the role of principal leadership in that development is lacking, specifically from a qualitative case-study approach This qualitative case-study explored how collective teacher efficacy was developed in an urban neighborhood elementary school serving socio-economically disadvantaged students and how the principal’s leadership influenced that development. This was accomplished through in-depth individual interviews with teachers, support staff, and the principal. This research revealed the principal’s leadership positively influenced the development of collective teacher efficacy through effective communication, support, and the empowerment of teachers. Teacher dispositions were also found as influencing collective teacher efficacy. Implications of this research and suggestions for future research are also discussed.