Abstract
AbstractA 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.
Publisher
Springer Science and Business Media LLC
Reference53 articles.
1. Abdel-Khalek AM, Lester D. The association between religiosity, generalized self-efficacy, mental health, and happiness in Arab college students. Personality Individ Differ. 2017;109(15):12–6. https://doi.org/10.1016/j.paid.2016.12.010.
2. Abdous MH. Well begun is half done: using online orientation to foster online students’ academic self-efficacy. Online Learn. 2019;23(3):161–87. https://doi.org/10.24059/olj.v23i3.1437.
3. Alghamdi A, Karpinski AC, Lepp A, Barkley J. Online and face-to-face classroom multitasking and academic performance: moderated mediation with self-efficacy for self-regulated learning and gender. Comput Hum Behav. 2020;102:214–22. https://doi.org/10.1016/j.chb.2019.08.018.
4. Almond D, Blanken-Webb J. The transformative potency of vulnerabilities in strengths-based approaches to higher education. Acad Lett. 2021. https://doi.org/10.20935/AL2540.
5. Amundsen S, del Hierro G, Mullen T. Examining the Appreciative Instruction Methods Used by Instructors within an Adult Degree Completion Associate’s Program. J Appre Educ. 2020;6:3–17.
https://libjournal.uncg.edu/jae/article/viewFile/2039/1495