Efficacy Beliefs Are Related to Task Cohesion: Communication Is a Mediator

in The Sport Psychologist

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Sarah P. McLean University of Stirling

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Christine M. Habeeb East Carolina University

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Pete Coffee University of Stirling

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Robert C. Eklund Florida State University

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DOI:
https://doi.org/10.1123/tsp.2019-0056
Keywords:
collective efficacy; other-efficacy; relation-inferred self-efficacy
First Published Online:
07 Sep 2020
In Print:
Volume 34: Issue 3
Page Range:
187–197
Restricted access

Efficacy beliefs and communication are key constructs that have been targeted to develop task cohesion. This study’s purpose was to (a) examine whether collective efficacy, team-focused other-efficacy, and team-focused relation-inferred self-efficacy are predictive of task cohesion and (b) evaluate the possibility that communication mediates efficacy–task cohesion relationships. British university team-sport athletes (N = 250) completed questionnaires assessing efficacy beliefs, communication (i.e., positive conflict, negative conflict, and acceptance communication), and task cohesion (i.e., attractions to group, group integration). Data were subjected to a multigroup path analysis to test mediation hypotheses while also addressing potential differences across males and females. Across all athletes, collective efficacy and team-focused other-efficacy significantly predicted attractions to group and group integration directly. Positive conflict and acceptance communication significantly mediated relationships between efficacy (team-focused other-efficacy, collective efficacy) and cohesion (attractions to group, group integration). Findings suggest that enhancing athletes’ collective efficacy and team-focused efficacy beliefs will encourage communication factors affecting task cohesion.

McLean and Coffee are with the Faculty of Health Sciences and Sport, University of Stirling, Stirling, United Kingdom. Habeeb is with the College of Health and Human Performance, East Carolina University, Greenville, NC, USA. Eklund is with the College of Education, Florida State University, Tallahassee, FL, USA.

Habeeb (habeebc18@ecu.edu) is corresponding author.
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