The effects of classroom teaching on students' self-efficacy for personal development

The effects of classroom teaching on students' self-efficacy for personal development

• Cheung, Derek Dept. of Curriculum and Instruction, Chinese University of Hong Kong
• Lai, Edith Dept. of Curriculum and Instruction, Chinese University of Hong Kong

British Journal of Guidance & Counselling, 41(2), 164-177, 2013

Abingdon, Great Britain

Routledge

2013

• A Human Growth & Development
  • AH Adolescence Development
• B Human Behaviour
  • BA Personality
• F Learning & Teaching
  • FH Classroom Communication

Personal Development Self-efficacy Classroom Teaching Secondary School Education Structural Equation Modelling

• Hong Kong

• 1997.7 onwards

• Secondary Education

The personal development of students is an essential component of school guidance and counselling programmes, but no published research on guidance and counselling has investigated the effects of regular classroom teaching on students' self-efficacy for personal development. In this study, questionnaire items were constructed to measure classroom teaching, student self-efficacy for personal development and student use of deep learning strategies. Data were collected from 16,208 secondary school students in Hong Kong. Using structural equation modelling, regular classroom teaching was found to have a direct effect on personal development self-efficacy as well as an indirect effect through student use of deep learning strategies. Implications of these findings for implementing a whole-school approach to guidance and counselling are discussed.
[Copyright of British Journal of Guidance & Counselling is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/03069885.2012.721126]

• English

Journal Articles

• 03069885

• 10.1080/03069885.2012.721126

https://bibliography.lib.eduhk.hk/en/bibs/d1c7b3ff

2014-05-29