Student social self-efficacy, leadership status, and academic performance in collaborative learning environments
研究通过问卷调查本科生的社会自我效能感和领导地位，发现两者与学业成绩正相关，且领导者的自我效能感高于追随者并随时间提升。
Research confirms the positive effect of collaborative learning environments when students are considered as one homogeneous group. Little has been done to provide a detailed view of the performance of subgroups of students within collaborative settings. This quantitative and longitudinal study uses survey responses to explore differences in the variables of social self-efficacy (SSE) and leadership relative to each other, different academic performance levels, and across two academic years in a cohort of undergraduate students. Analysis showed no relationship between either sex or race and academic performance. However, results confirm that there is a positive relationship between SSE and grades, and that leaders have a higher SSE than followers. Results also show that SSE improves for leaders, but no evidence for such improvement for followers. We conclude that in collaborative learning environments, high SSE and leadership are important components in student achievement and should be considered when designing curricula.