Speaker
Abstract section 1: Relevance
With the Internet and ICT development, it has become immensely easy for students to learn a subject on their own. As education undergoes changes, it has also been pointed out that the number of students who refuse to go to school has been rising (MEXT, 2025), and surveys have revealed young Japanese people’s low self-confidence and self-esteem (ex, The Nippon Foundation, 2022). While technology and innovation are important for our classroom, educators need to ensure that students neither feel overwhelmed nor lose learner agency.
Abstract section 3: Content/method
The audience of this presentation will consider the effective ways to introduce collective student efficacy activities in their classroom. Creating individual roles, facilitating peer scaffolding and collective output, and celebrating small achievements will help students understand that language communication is successful only when they are willing to interact with each other, rather than an individual skill alone.
Abstract section 2: Contribution/research questions
In order to address the situation, this presentation examines how teachers can facilitate collective student efficacy in their classrooms. While self-efficacy refers to one’s belief in their own ability, collective student efficacy is a belief that one can achieve their goal by working together with others (Bandura, 1977). It is said that self-efficacy and collective student efficacy enhance one another (Hattie et al, 2021).
Abstract section 4: Outcomes/results
While the educational trends increasingly value individualized learning, exploring the meaning of learning with others is important, as well as letting students experience the benefits of collaborating with others. Individualized learning and collaborative learning work well together: independent learning makes shared learning not redundant, but essential.
Abstract section 5: References
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215.
Children and Families Agency. (2025). Sho chu gakko ni okeru futoko no joukiyou ni tsuite [The current state of school non-attendance in elementary and junior high schools]. https://www.cfa.go.jp/assets/contents/node/basic_page/field_ref_resources/30b62d4d-2de5-4b2f-aa70-3d7e3e2d6a9a/f7c74735/20251128_policies_futoko-taisaku_02.pdf
Hattie, J., Fisher, D., Frey, N., & Clarke, S. (2021). Collective student efficacy: developing independent and inter-dependent learners. Corwin.
The Nippon Foundation. (2022). 18 sai ishiki chosa: dai 46 kai kuni ya Shakai ni taisuru ishiki (6 kakoku chosa) houkokusyo [18-Year-Olds’ Attitude Survey (46th Edition): Attitudes toward the Nation and Society - A Six-Country Study (Report)]. https://www.nippon-foundation.or.jp/wp-content/uploads/2022/03/new_pr_20220323_03.pdf
| Title | Why Do We Study Together?: Collective Student Efficacy |
|---|---|
| Teaching Context | General |