The effect of teaching style of teachers on depression and academic self-efficacy for junior and senior high students in Taiwan

  • 卓君 姚

Student thesis: Master's Thesis

Abstract

This study aims at investigating the effect of teaching style on depression and academic self-efficacy in junior and senior high school students in Taiwan. This study made use of data from the Taiwan Educational Panel Survey (TEPS). The participants, who were 9th and 12th graders, were the major concern. Descriptive statistics, a T test, ANOVA and a hierarchical regression were tested using SPSS 18.0. The conclusions are as follows: 1) there are significant differences between boys and girls at the junior high school level with regard to perceived teacher control, depression and academic self-efficacy; there are significant differences between boys and girls at the senior high school level with regard to perceived control and depression; 2) there are significant differences in student perceptions of teacher responsiveness, control and academic self-efficacy between 2003 and 2007 in the case of boys. There are significant differences in student perceptions of teacher responsiveness and control between 2003 and 2007 in the case of girls; 3) boys and girls who perceived their teachers to be authoritarian and authoritative were more depressive; those who perceived their teachers as permissive and indifferent were less depressive; 4) boys and girls who perceived their teachers to be permissive and authoritative had higher academic self-efficacy, and those who perceived their teachers to be authoritarian and indifferent had lower higher academic self-efficacy; 5) over and above the 2003 levels of depression, teacher responsiveness and control both make a unique contribution to the 2007 levels of depression for both boys and girls. Over and above the 2003 levels of academic self-efficacy, teacher responsiveness was shown to have a unique contribution in 2007 to academic self-efficacy for both boys and girls. Finally, in the conclusions, concrete suggestions for schools, educational administrations and researchers are offered.
Date of Award2016
Original languageEnglish
SupervisorWei-Ming Luh (Supervisor)

Keywords

  • teaching style
  • depression
  • academic self-efficacy
  • TEPS

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