Adolescent developmental assets and service leadership

Shek, Daniel T. L.; M.S., Cecilia; Liu, Ting Ting

doi:10.1515/ijdhd-2015-0408

Cited by 3 publications

(3 citation statements)

References 28 publications

(35 reference statements)

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“…This indicates that pandemic related self-efficacy is a strong protective factor for psychological wellbeing of college students in the pandemic period. This is consistent with the observation that general self-efficacy is an important developmental asset in adolescent development (Shek et al, 2015).…”

Section: Sociodemographic and Covid-19 Related Predictors Of Psycholo...supporting

confidence: 92%

Profiles and predictors of mental health of university students in Hong Kong under the COVID-19 pandemic

Shek

Chai

et al. 2023

Front. Psychol.

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This study investigated the mental health problems of university students in Hong Kong and related sociodemographic and psychosocial predictors under the pandemic. A total of 978 undergraduate students (mean age = 20.69 ± 1.61) completed an online questionnaire measuring sociodemographic factors, psychological morbidity, positive well-being, COVID-19 related stress and self-efficacy, and positive psychosocial attributes. Psychosocial risk factors included psychological morbidity, COVID-19 related stress, and difficulties encountered under the pandemic, whereas protective factors comprised pandemic related self-efficacy, positive psychological attributes, positive environmental factors, need satisfaction and positive perception toward service. Results showed that psychological morbidity in the participants was widespread, and it was related to sociodemographic factors, particularly family financial difficulties. While pandemic related stress positively predicted psychological morbidity and negatively predicted well-being indicators, COVID-19 self-efficacy showed an opposite effect. Besides, positive psychological attributes (resilience, emotional competence, and positive beliefs related to adversity) and environmental factors (healthy family functioning, peer support, and supportive community atmosphere) negatively predicted psychological morbidity and positively predicted well-being. Furthermore, need satisfaction and positive perception toward service were negatively associated with psychological morbidity and positively associated with well-being, while perceived difficulties showed an opposite effect.

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Section: Sociodemographic and Covid-19 Related Predictors Of Psycholo...supporting

confidence: 92%

Profiles and predictors of mental health of university students in Hong Kong under the COVID-19 pandemic

Shek

Chai

et al. 2023

Front. Psychol.

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“…In this sense, the student is not only a passive recipient of knowledge but is constantly in the listener's position (Sabat, 2020;Shek et al, 2018). A student actively participates in the lecture and receives maximum knowledge (Ndetei et al, 2019;Sturm et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

The development of students’ basic competencies in foreign language learning through interactive methods

Trofymenko¹,

Hniedkova²,

Tokarieva³

et al. 2022

revtee

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The aim of the study was to identify and compare the level of students’ basic competences. An objective assessment of the ways of development and trends in the development of basic competencies through interactive methods was carried out. The methods and techniques of acquiring the required basic competencies that have been used effectively in the educational process were developed as part of professional and personal development of future specialists. Methods: analytico-synthetic, testing, survey; method of situational modelling; qualitative and quantitative analysis; empirical statistical and mathematical interpretation; functional analysis of research results. Results. On the basis of a theoretical analysis of a scientific problem, an objective and subjective model for diagnosing the level of formation of basic competencies of students was developed. The importance of the author’s analytical considerations and generalizations on the application of objective diagnostic methods is confirmed. The first group of respondents had a sufficient level of basic competences (364.1 points), which is 73.8%. The intellectual and creative segment showed the highest rate in the structure of competencies — 75.1%. The second group of non-linguistic respondents showed a somewhat similar level of Basic Competences (369.9 points = 75.8%), however, showed a relative weakness of the socio-emotional segment (53.5%). Prospects. Further research can be directed towards identifying and developing research methods for many competencies, taking into account the age characteristics of students.

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“…While studies into discrete activities outside of school subject performance and self-efficacy are relatively rare, and very few examine these activities from the perspective of gender, there is evidence that certain activities contribute more or less towards self-efficacy development. For example, Propst and Koeser (1998) identified an outdoor action leadership development course as driving an increase in student leadership self-efficacy, while Shek et al. (2015) note that even a course on leadership development theory can increase students’ self-efficacy.…”

Section: Drivers Of the Development Of Self-efficacymentioning

confidence: 99%

Lean in? The role of single sex schools in the gendering of confidence in high school adolescents

Fitzsimmons

Yates

Callan

2021

Australian Journal of Career Development

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Structural inequalities and stereotypes are held out as explanations for gender differences in reported levels of confidence. However, while it is reported that in the absence of stereotypes women and men should possess identical levels of self-confidence, no study to date has tested this hypothesis. Single sex schools were identified as an environment where structural bias might be mitigated. From a survey of 9,414 Australian adolescents aged 13–17 years attending single sex high schools, no significant difference in overall self-efficacy was identified between genders. Overall, by age cohort there was no significant difference between boys’ and girls’ self-efficacy, with a minor exception of the 15 years cohort. Self-efficacy levels were linked to participation in team sport and undertaking leadership roles. The study provides the first large scale study that demonstrates that women are no less confident than men under conditions where gendered structures are mitigated by their environment.

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Adolescent developmental assets and service leadership

Cited by 3 publications

References 28 publications

Profiles and predictors of mental health of university students in Hong Kong under the COVID-19 pandemic

Profiles and predictors of mental health of university students in Hong Kong under the COVID-19 pandemic

The development of students’ basic competencies in foreign language learning through interactive methods

Lean in? The role of single sex schools in the gendering of confidence in high school adolescents

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