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My primary research interests are in building an understanding of teacher motivation and development across the career span and across countries. My current work aims to develop and test theory ...
R Klassen. Educational psychology review 14, 173-203, 2002. 415: 2002: Evaluating the relationship between boredom and academic outcomes: A meta-analysis. VMC Tze, LM Daniels, RM Klassen. Educational Psychology Review 28 (1), 119-144, 2016. 403: 2016:
Results: Our review showed that (a) research on the self-efficacy beliefs of medical students is growing and is becoming increasingly international, and (b) that nearly half (46%) of self-efficacy measures showed conceptual and operational flaws.
1 de jun. de 2014 · R.M. Klassen et al. The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741–756. https:// https://doi.org/10.1037/a0019237. Abstract
Using a self-determination theory (SDT) framework, we explored the relationship between the satisfaction of teachers' basic psychological needs for autonomy, relatedness, and competence and their self-reported levels of teaching-related engagement, emotions, and emotional exhaustion.
This review investigates the state of teacher self- and collective efficacy research conducted from 1998 to 2009. Two hundred and eighteen empirical articles published in 1998–2009 were examined for key characteristics and compared to research published in the previous 12 years (i.e., 1986–1997).
