How social and emotional skills affect Chinese college student engagement in high-impact educational practices: a moderated mediation model

Guo, Yirong; Xu, Bingna; Lyu, Bei; Chen, Chunping

doi:10.1080/03075079.2024.2328828

Cited by 4 publications

(1 citation statement)

References 41 publications

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“…As previously noted, studies on strengths-based practices concluded that the ongoing development of strengths between a teacher and student facilitates academic growth [15]. Furthermore, the results of our study are consistent with the findings of Singh et al [38] and Guo et al [17] that students' academic outcomes are influenced by positive interactions in the classroom. Moreover, in line with the results of our study, Sun and Lyu [43] pointed out that students with higher self-efficacy tend to exhibit stronger academic performance and experience fewer negative emotions.…”

Section: Discussionsupporting

confidence: 92%

The relationships between strengths-based teaching practices and students’ general, strengths, and academic self-efficacy

Anderson,

Or,

Maguire

2024

Discov Psychol

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A deficit-based approach to teaching is widely embedded in higher education. Such an approach emphasizes what is wrong and does not allow for a comprehensive view of students. To counteract this negative approach, higher education teachers may employ strengths-based practices, which bring one’s strengths and resources to light, enabling a holistic understanding of self and students. Existing literature supports the positive effects of strengths-based teaching practices on college students, including their self-efficacy, which is crucial to their development. As such, this study sought to add empirical evidence for the relationships between strengths-based teaching in higher education and college students’ general, strengths, and academic self-efficacy (N = 268). Correlational analyses revealed statistically significant, moderate positive relationships between a strengths-based teaching practice and college students’ general, strengths, and academic self-efficacy. These findings offered insights into higher education teaching practices. Specifically, it may benefit higher education teachers to employ a strengths-based teaching approach as an inclusive practice to serve all college students. However, given the limitations of the current study, additional empirical research on strengths-based teaching practices is recommended.

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