The effects of classroom teaching on students' self-efficacy for personal development
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AbstractThe 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.
All Author(s) ListCheung D, Lai E
Journal nameBritish Journal of Guidance and Counselling
Detailed descriptionvol. 41, no. 2
Volume Number41
Issue Number2
PublisherTaylor & Francis (Routledge): STM, Behavioural Science and Public Health Titles
Pages164 - 177
LanguagesEnglish-United Kingdom
Keywordsclassroom teaching; personal development; secondary school education; self-efficacy; structural equation modelling
Web of Science Subject CategoriesPsychology; Psychology, Applied; PSYCHOLOGY, APPLIED

Last updated on 2020-19-10 at 02:11