Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/76577
Title: Effects of social persuasion from parents and teachers on Chinese students' self-efficacy : an exploratory study
Authors: Lam, YY 
Chan, JCY 
Keywords: Adolescents
Feedback
Fathers
Mothers
Reading comprehension
Self-efficacy
Issue Date: 2017
Publisher: Routledge, Taylor & Francis Group
Source: Cambridge journal of education, 2017, v. 47, no. 2, p. 155-165 How to cite?
Journal: Cambridge journal of education 
Abstract: This study compared the effects of social persuasion from parents and teachers on students' self-efficacy in reading comprehension in English as a foreign language. Ninety-nine Grade 8 Chinese students in a secondary school in Hong Kong completed a questionnaire with six scenarios which tapped their self-efficacy after receiving positive and negative feedback that were described as coming from their teacher, mother and father. Students decreased their self-efficacy after receiving negative feedback and the source of feedback did not make a statistically significant difference. Conversely, positive feedback led to an increase in self-efficacy with the mother's positive feedback leading to a higher increase in self-efficacy than feedback from the teacher and the father. No statistically significant difference was noted in the change in self-efficacy after receiving feedback from the father and the teacher. Parents and teachers should increase the use of positive feedback and decrease that of negative feedback. Implications for collaboration between teachers and parents in providing positive feedback on students' academic performance were discussed.
URI: http://hdl.handle.net/10397/76577
ISSN: 0305-764X
EISSN: 1469-3577
DOI: 10.1080/0305764X.2016.1143448
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