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postgraduate thesis: Self-efficacy and motivation to learn : how does the change in teachers' self-efficacy affect their motivation to receive training?
Title | Self-efficacy and motivation to learn : how does the change in teachers' self-efficacy affect their motivation to receive training? |
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Authors | |
Issue Date | 2014 |
Publisher | The University of Hong Kong (Pokfulam, Hong Kong) |
Citation | Chiu, T. [趙梓淇]. (2014). Self-efficacy and motivation to learn : how does the change in teachers' self-efficacy affect their motivation to receive training?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394218 |
Abstract | 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. |
Degree | Master of Social Sciences |
Subject | Motivation in education Self-efficacy High school teachers - Training of |
Dept/Program | Educational Psychology |
Persistent Identifier | http://hdl.handle.net/10722/209700 |
HKU Library Item ID | b5394218 |
DC Field | Value | Language |
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dc.contributor.author | Chiu, Tsz-ki | - |
dc.contributor.author | 趙梓淇 | - |
dc.date.accessioned | 2015-05-12T23:13:45Z | - |
dc.date.available | 2015-05-12T23:13:45Z | - |
dc.date.issued | 2014 | - |
dc.identifier.citation | Chiu, T. [趙梓淇]. (2014). Self-efficacy and motivation to learn : how does the change in teachers' self-efficacy affect their motivation to receive training?. (Thesis). University of Hong Kong, Pokfulam, Hong Kong SAR. Retrieved from http://dx.doi.org/10.5353/th_b5394218 | - |
dc.identifier.uri | http://hdl.handle.net/10722/209700 | - |
dc.description.abstract | 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. | - |
dc.language | eng | - |
dc.publisher | The University of Hong Kong (Pokfulam, Hong Kong) | - |
dc.relation.ispartof | HKU Theses Online (HKUTO) | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.rights | The author retains all proprietary rights, (such as patent rights) and the right to use in future works. | - |
dc.subject.lcsh | Motivation in education | - |
dc.subject.lcsh | Self-efficacy | - |
dc.subject.lcsh | High school teachers - Training of | - |
dc.title | Self-efficacy and motivation to learn : how does the change in teachers' self-efficacy affect their motivation to receive training? | - |
dc.type | PG_Thesis | - |
dc.identifier.hkul | b5394218 | - |
dc.description.thesisname | Master of Social Sciences | - |
dc.description.thesislevel | Master | - |
dc.description.thesisdiscipline | Educational Psychology | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.5353/th_b5394218 | - |
dc.identifier.mmsid | 991041110859703414 | - |