Self-efficacy and motivation to learn : how does the change in teachers' self-efficacy affect their motivation to receive training?
| Autor: | Chiu, Tsz-ki, 趙梓淇 |
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| Jazyk: | angličtina |
| Rok vydání: | 2014 |
| Předmět: | |
| Druh dokumentu: | PG_Thesis |
| DOI: | 10.5353/th_b5394218 |
| Popis: | This study employed a longitudinal cross-lagged panel design to evaluate the effect of teachers’ self-efficacy on their motivation to participate in professional development. Data were collected from 43 Hong Kong secondary school teachers at 2 measurement points. The cross-lagged panel analyses revealed teachers’ higher self-efficacy predicted lower motivation to join the professional training programme. However, this negative effect brought by self-efficacy was only significant if the programme was appealing to the teachers at Time 1. Correlation statistics also showed that teachers with higher self-efficacy tended to rate their familiarity of the programmes higher at both measurement points. The meaningfulness of the programmes was also positively correlated with the motivation to join the programmes. published_or_final_version Educational Psychology Master Master of Social Sciences |
| Databáze: | Networked Digital Library of Theses & Dissertations |
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