The Power of Collective Efficacy: Sources, Interventions, and Outcomes for Diverse Students

Although self-efficacy theory has emphasized individuals’ beliefs in their capabilities, collective efficacy may operate through similar processes. Understanding these mechanisms may be particularly important for promoting equitable pathways into science, technology, engineering, and mathematics (STEM) careers among students from underrepresented groups. Using a deductive qualitative analysis approach, this study examined how the four sources of self-efficacy (i.e., performance accomplishments, vicarious experiences, social persuasion, and physiological and emotional states) contribute to the development of collective efficacy during collaborative STEM learning. Focus groups with diverse eighth-grade students and semistructured interviews with their teachers explored students’ experiences working collaboratively on a multimedia STEM project. Findings indicated that all four sources of self-efficacy contributed to students’ shared belief in their groups’ ability to accomplish collective goals. Furthermore, proximal contextual supports, including peer collaboration and teacher support through problem-solving, modeling, and tolerance for mistakes, helped students navigate barriers, facilitating persistence toward shared goals and skill development. Findings extend the application of self-efficacy theory and social cognitive career theory by highlighting collective efficacy as a potentially important mechanism in collaborative career development and STEM engagement. Implications for practice, study limitations, and directions for future research are discussed.