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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?

TitleSelf-efficacy and motivation to learn : how does the change in teachers' self-efficacy affect their motivation to receive training?
Authors
Issue Date2014
PublisherThe 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
AbstractThis 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.
DegreeMaster of Social Sciences
SubjectMotivation in education
Self-efficacy
High school teachers - Training of
Dept/ProgramEducational Psychology
Persistent Identifierhttp://hdl.handle.net/10722/209700

 

DC FieldValueLanguage
dc.contributor.authorChiu, Tsz-ki-
dc.contributor.author趙梓淇-
dc.date.accessioned2015-05-12T23:13:45Z-
dc.date.available2015-05-12T23:13:45Z-
dc.date.issued2014-
dc.identifier.citationChiu, 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.urihttp://hdl.handle.net/10722/209700-
dc.description.abstractThis 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.languageeng-
dc.publisherThe University of Hong Kong (Pokfulam, Hong Kong)-
dc.relation.ispartofHKU Theses Online (HKUTO)-
dc.rightsCreative Commons: Attribution 3.0 Hong Kong License-
dc.rightsThe author retains all proprietary rights, (such as patent rights) and the right to use in future works.-
dc.subject.lcshMotivation in education-
dc.subject.lcshSelf-efficacy-
dc.subject.lcshHigh school teachers - Training of-
dc.titleSelf-efficacy and motivation to learn : how does the change in teachers' self-efficacy affect their motivation to receive training?-
dc.typePG_Thesis-
dc.identifier.hkulb5394218-
dc.description.thesisnameMaster of Social Sciences-
dc.description.thesislevelMaster-
dc.description.thesisdisciplineEducational Psychology-
dc.description.naturepublished_or_final_version-
dc.identifier.doi10.5353/th_b5394218-

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