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

Abstract

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.