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1 de jun. de 2014 · R.M. Klassen, M.M. Chiu The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context Contemporary Educational Psychology , 36 ( 2011 ) , pp. 114 - 129 , 10.1016/j.ceppsych.2011.01.002
The search was completed in early 2014. Inclusion Criteria To be included in the meta-analysis, a study had to meet the following criteria: (a) have a measure of academic or achievement boredom; (b) indicate how boredom is. measured (e.g., a sample item); (c) include a measure of students learning strategies/behav-. ’.
lower levels of job satisfaction (Klassen et al., 2009). Self-efficacy researchers agree that teachers’ self-efficacy should be operationalized to reflect beliefs about capability and
The author explored the mathematics efficacy beliefs of 270 South Asian (Indo Canadian) immigrant and Anglo Canadian nonimmigrant Grade 7 students. Self-efficacy beliefs strongly predicted mathematics performance for both cultural groups, but there were differences between the 2 groups in the sources of self-efficacy, the predictiveness of the secondary motivation variables, and the vertical ...
Efficacy beliefs serve as the primary means by which people are able to exercise a measure of control over their lives. During the next two decades, Bandura (1986, 1997) advanced his social cognitive theory, in which people are viewed as self-organizing, proactive, self-reflecting, and self-regulating rather than as solely reactive organisms ...
I am Professor and Chair of the Psychology in Education Research Centre at the University of York. I began my academic career in 2004 in the Department of Educational Psychology at the University of Alberta in Canada and came to York in 2012. I previously worked as a teacher (1988-1992) and school psychologist (1992-2004) in Vancouver, Canada ...
Klassen, R., & Chiu, M. M. (2011). The Occupational Commitment and Intention to Quit of Practicing and Pre-Service Teachers Influence of Self-Efficacy, Job Stress, and Teaching Context. Contemporary Educational Psychology, 36, 114- 129.
