The Effect of Teaching Unit in Accordance with using of Cognitive-Affective Interaction Model on the Perceived Self-Efficacy among 10th Grade Students

This study aimed at identifying The Effect of Developing a Teaching Unit Using Cognitive-Affective Interaction Model in Teaching Geography on the Perceived Self-Efficacy among 10th Grade Students. To achieve study goal, the researchers designed lesson plans for the Environmental Problems Unit based on the emotional-cognitive model. Then the researchers used the Devonport & Lane’s Self-Efficacy Questionnaire. The sample consisted of (112) students (male & female) in the primary 10th grade from four classrooms selected by the cluster random method from two public schools within Al- Taibah Province during the academic year 2010/2011. Participants were assigned into two groups:Experimntal and Control. Results revealed the distinction of experimental group (the model of emotional-cognitive interaction) on the overall Scale of perceived self-efficacy and its five domains, The results have not showed differences related to gender. The study recommed providing teachers with training on how to benefit from such models in their classrooms.