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SELF-EFFICIENCY IN COOPERATION WITH THE GROUP - A WAY TO LIFE AND PROFESSIONAL SUCCESS
Abstract
Effectiveness in cooperation with a group is a kind of special social competences that should be educated from an early age. The high level of self-efficacy in cooperation with the group not only allows the individual to get involved in the tasks longer and work harder to achieve the set goals [1], but also allows to notice the opportunities that can contribute to success. People with a high sense of self-efficacy in cooperation with a group are more ready to take on new challenges, flexible, engaged, persistent, motivated in the implementation of tasks, easier to cope with difficult situations, provide themselves with positive tips and support for action, create successful scenarios [2]. In the context of positive effects created by the sense of self-efficacy in cooperation with the group, it seems purposeful to strengthen the students' faith in their own effectiveness, which increases motivation to act, achieve, reduces stress in the face of difficulties and at the same time allows to treat possible failures not as a result of small abilities or possibilities, but as a result of too little effort put into the task. The aim of the study was to determine what is the sense of self-efficacy in cooperation with a group of surveyed third grade elementary school students. The research was conducted in the first half of 2018 in several Polish primary schools. The research used the diagnostic survey method and the survey and interview techniques. 156 primary school grades 1-3 students participated in the study. The study used a self-efficacy questionnaire in collaboration with the group and a questionnaire to assess group work and data was obtained on how children assess their own effectiveness in cooperating with the group that they are aware of their participation in the group's work results1. Efforts were made to establish how students assess their own commitment, work contribution to the task and group efficiency, how they perceive their own roles in the team, themselves in relation to others, what they think about sharing resources (knowledge, experience, ideas), how they evaluate activity planning and time management and how they determine the difficulty of the task. Obtained research results allowed to determine what is the assessment of students' own effectiveness in cooperation with the group and what factors influence it. Particularly important were: awareness of one's own actions and its importance in working with a group, awareness of one's own resources, assessment of the effectiveness of one's own involvement, team work input, assessment of the effectiveness of other group members, assessment of oneself in relation to others, feedback, positive emotions and class atmosphere school. The research problem seems to be important from the point of view of shaping social competences and achieving school and future life and professional success. It is important for the student to perceive himself as an effective person in cooperating with others, in managing science, aspirations, in achieving achievements and perceiving the group as effective. This affects the child's self-efficacy and his own effectiveness in cooperation with the group. The research results show what factors are significant in building a sense of self-efficacy in cooperation with a group of Polish children. The results were used to formulate postulates for pedagogical practice. Examples of ways to develop children's own effectiveness in cooperation with the group were also used by the surveyed teachers
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