In the field of specific learning difficulties research, interest has recently turned to affective and motivational issues as possible causal or exacerbating factors. In particular, studies have suggested that students with specific learning difficulties (SpLD) have diminished perceptions of their own capabilities as a result of persistent and frequent failure. Weakened beliefs in self-efficacy predispose the students to further poor outcomes through reduced confidence and effort. This study explores the perceptions of self-efficacy in both academic and non-academic domains revealed by Chinese primary-age students with learning difficulties. Data were collected by questionnaire (the Academic and Non-academic Self-efficacy Scale: ANASS) from 34 students identified with SpLD (individually interviewed; oral administration), and 167 students without learning problems (group administration; written form). Results indicate that the SpLD students had significantly weaker beliefs in their own efficacy in the academic learning domain, compared to the students making normal progress. The differences were most marked in their learning of both English and Chinese language skills. There was no difference between the two groups in self-efficacy related to the non-academic domain. An important finding in the study is that Chinese children with SpLD appear to have more positive beliefs in their self-efficacy than is implied for their counterparts in studies in other cultures. These findings are discussed in this paper, together with brief suggestions for practical implications and possible further research.
[Copyright of International Journal of Special Education is the property of Hindawi Publishing Corporation.
Access via Directory of Open Access Journals: http://www.internationaljournalofspecialeducation.com/]

This paper reports the results of two semistructured focus group interviews with 17 retirees that explore the issues these retirees perceived as central to their learning in later life (LLL). Focus is especially placed on the factors leading to their learning interests after retirement. A total of six themes (past experience in adulthood and voluntary work, perception of learning, social support, living alone, self-efficacy, and openness) were identified to be related to learning interest in later life. This study has implications for future research and service planning of LLL in the Chinese population.
[Copyright of Educational Gerontology is the property of Routledge. Full article may be available at the publisher's website: http://dx.doi.org/10.1080/03601270802349361]

This study sought to measure general teacher efficacy levels of in-service primary teachers in Hong Kong. Participants included 725 Hong Kong in-service teachers, who were invited to take part in the study. These in-service teachers came from 28 different primary schools ranging from government, aided, private and direct subsidy schools. The Chinese version of the 12-item Teachers' Sense of Efficacy (C-TSE) Scale was applied to investigate the efficacy of the teachers. A factor analysis of these 12 items when male and female datasets were combined led to the extraction of only one factor. But separation of the two datasets led to the extraction of different factor analysis models. This could reflect the different perceptions that male and female teachers had about the formation of teacher efficacy. Overall, this study showed that female teachers were significantly more efficacious than male teachers. Moreover, years of teaching experience showed a weak but significant correlation to levels of general teacher efficacy. Interestingly, educational levels did not have a significant effect on the efficacy of this group of in-service primary teachers. Overall, the C-TSE was found to be a valid and reliable scale for measuring the efficacy levels of this particular group of in-service primary teachers in Hong Kong.
[Copyright of Journal of Education for Teaching is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/02607470600982134]

The authors examined the confidence of teachers from Germany, Hong Kong, Italy, and the United States (N = 1,375) to address civic topics with their students. The authors also used differential item functioning models to examine responses to items from the Teacher Confidence Scale of the International Association for the Evaluation of Educational Achievement's Civic Education Study (J. Torney-Purta, R. Lehmann, H. Oswald, & W. Schulz, 2001; J. Torney-Purta, J. Schwille, & J. Amadeo, 1999). National case-study data explained findings within each context. Results revealed that the confidence of teachers varied when they addressed civic topics. Furthermore, teacher confidence varied as a function of country of residence. Case studies supported quantitative findings. Society-based factors, school-based factors, and public discourse illuminated effects of national context on teacher confidence.
[Copyright of Journal of Educational Research is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.3200/JOER.101.3.177-188 ]

This study assessed perceptions of self-efficacy and successful intelligence among 220 Chinese prospective and in-service secondary school teachers in Hong Kong. Teacher self-efficacy in six domains - teaching highly able learners, classroom management, guidance and counselling, student engagement, teaching to accommodate diversity, and teaching for enriched learning - was related to the three triarchic dimensions (analytical, creative, and practical) of successful intelligence. Each of the three triarchic abilities was found to contribute independently and in combination to the prediction of the six domains of teacher self-efficacy. Practical abilities were the most significant predictor of self-efficacy beliefs in five domains. Teaching teachers for successful intelligence, in strategies to enhance teacher self-efficacy, is discussed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/01443410802259246]

Teacher stress, self-efficacy, social support, and psychological distress were assessed in a sample of 83 Chinese prospective teachers in Hong Kong. These teachers reported significantly higher levels of symptoms in somatic problems, followed by anxiety and dysphoria. In exploring the role of personal and social resources in the stress-symptom process, neither self-efficacy nor social support mediated the impact of teacher stress on psychological distress. In contrast, social support moderated the influence of stress on distress in addition to the main effects of stress. While there were subtle differences when specific symptoms were considered, the high-stress/low-support group was most vulnerable. Self-efficacy and social support as protective factors for teacher stress management are discussed.
[Copyright of Educational Psychology is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.1080/0144341022000023635]