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You searched for subject:( Self efficacy expectations). Showing records 1 – 30 of 33248 total matches.

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University of North Texas

1. May, Paul B. Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types.

Degree: 2013, University of North Texas

 This quantitative study used Astin's I-E-O theory to explore the relationship between a college freshman's high school background and academic self-efficacy. The Beginning College Survey… (more)

Subjects/Keywords: Self-efficacy; expectations; freshmen

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APA (6th Edition):

May, P. B. (2013). Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc271863/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

May, Paul B. “Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types.” 2013. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc271863/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

May, Paul B. “Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types.” 2013. Web. 20 Nov 2019.

Vancouver:

May PB. Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types. [Internet] [Thesis]. University of North Texas; 2013. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc271863/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

May PB. Listening to the Freshman Voice: First-year Self-efficacy and College Expectations Based on High School Types. [Thesis]. University of North Texas; 2013. Available from: https://digital.library.unt.edu/ark:/67531/metadc271863/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Virginia Tech

2. Lee, Yong Kyu. Focus on Outcomes or on Effort:  The Role of Self-efficacy on Influencing Expectations.

Degree: PhD, Marketing, 2015, Virginia Tech

 In this dissertation, I investigate how differences in the manner via which individuals pursue goals (judging effort from outcome or outcome from effort) influences expectations(more)

Subjects/Keywords: Goal-pursuit; Goal-setting; Self-efficacy; Expectations

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APA (6th Edition):

Lee, Y. K. (2015). Focus on Outcomes or on Effort:  The Role of Self-efficacy on Influencing Expectations. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52941

Chicago Manual of Style (16th Edition):

Lee, Yong Kyu. “Focus on Outcomes or on Effort:  The Role of Self-efficacy on Influencing Expectations.” 2015. Doctoral Dissertation, Virginia Tech. Accessed November 20, 2019. http://hdl.handle.net/10919/52941.

MLA Handbook (7th Edition):

Lee, Yong Kyu. “Focus on Outcomes or on Effort:  The Role of Self-efficacy on Influencing Expectations.” 2015. Web. 20 Nov 2019.

Vancouver:

Lee YK. Focus on Outcomes or on Effort:  The Role of Self-efficacy on Influencing Expectations. [Internet] [Doctoral dissertation]. Virginia Tech; 2015. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10919/52941.

Council of Science Editors:

Lee YK. Focus on Outcomes or on Effort:  The Role of Self-efficacy on Influencing Expectations. [Doctoral Dissertation]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/52941


Texas A&M University

3. Rivera, Vivina. The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners.

Degree: 2012, Texas A&M University

 Given the projected increase of Hispanic Spanish-speaking English language learners (ELLs), researchers have begun examining issues related to their high levels of school dropout, largely… (more)

Subjects/Keywords: English language learners; Hispanic; Teacher expectations; Self-efficacy; Parent expectations

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APA (6th Edition):

Rivera, V. (2012). The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11571

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rivera, Vivina. “The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners.” 2012. Thesis, Texas A&M University. Accessed November 20, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11571.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rivera, Vivina. “The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners.” 2012. Web. 20 Nov 2019.

Vancouver:

Rivera V. The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners. [Internet] [Thesis]. Texas A&M University; 2012. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11571.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rivera V. The Impact of Teachers' Expectations, Parents' Expectations, and Academic Self-Efficacy on the Achievement of English Language Learners. [Thesis]. Texas A&M University; 2012. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2012-08-11571

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Akron

4. Shiles, Megan N. Impact of Intimate Partner Violence on Survivors' Work-Related Self-Efficacy Expectations and Outcome Expectations.

Degree: PhD, Counseling Psychology, 2011, University of Akron

  The purpose of the present investigation was to answer the calls from numerous authors and extend counseling psychology’s focus on the vocational needs of… (more)

Subjects/Keywords: Counseling Psychology; Intimate partner violence; work; self-efficacy expectations; outcome expectations

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APA (6th Edition):

Shiles, M. N. (2011). Impact of Intimate Partner Violence on Survivors' Work-Related Self-Efficacy Expectations and Outcome Expectations. (Doctoral Dissertation). University of Akron. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=akron1310510706

Chicago Manual of Style (16th Edition):

Shiles, Megan N. “Impact of Intimate Partner Violence on Survivors' Work-Related Self-Efficacy Expectations and Outcome Expectations.” 2011. Doctoral Dissertation, University of Akron. Accessed November 20, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=akron1310510706.

MLA Handbook (7th Edition):

Shiles, Megan N. “Impact of Intimate Partner Violence on Survivors' Work-Related Self-Efficacy Expectations and Outcome Expectations.” 2011. Web. 20 Nov 2019.

Vancouver:

Shiles MN. Impact of Intimate Partner Violence on Survivors' Work-Related Self-Efficacy Expectations and Outcome Expectations. [Internet] [Doctoral dissertation]. University of Akron; 2011. [cited 2019 Nov 20]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1310510706.

Council of Science Editors:

Shiles MN. Impact of Intimate Partner Violence on Survivors' Work-Related Self-Efficacy Expectations and Outcome Expectations. [Doctoral Dissertation]. University of Akron; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=akron1310510706


University of Louisville

5. Townsel, Norman L., 1960-. Racial identity attitudes, perceived barriers, career self-efficacy, and career outcome expectations among African American male adolescents.

Degree: PhD, College of Education and Human Development, 2012, University of Louisville

 Social Cognitive Career Theory (SCCT) holds that self-efficacy and outcome expectations are primary predictors of career choice goals and actions, with contextual influences moderating those… (more)

Subjects/Keywords: African American identity; adolescent; career; self efficacy; perceived barriers; outcome expectations

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APA (6th Edition):

Townsel, Norman L., 1. (2012). Racial identity attitudes, perceived barriers, career self-efficacy, and career outcome expectations among African American male adolescents. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1452 ; https://ir.library.louisville.edu/etd/1452

Chicago Manual of Style (16th Edition):

Townsel, Norman L., 1960-. “Racial identity attitudes, perceived barriers, career self-efficacy, and career outcome expectations among African American male adolescents.” 2012. Doctoral Dissertation, University of Louisville. Accessed November 20, 2019. 10.18297/etd/1452 ; https://ir.library.louisville.edu/etd/1452.

MLA Handbook (7th Edition):

Townsel, Norman L., 1960-. “Racial identity attitudes, perceived barriers, career self-efficacy, and career outcome expectations among African American male adolescents.” 2012. Web. 20 Nov 2019.

Vancouver:

Townsel, Norman L. 1. Racial identity attitudes, perceived barriers, career self-efficacy, and career outcome expectations among African American male adolescents. [Internet] [Doctoral dissertation]. University of Louisville; 2012. [cited 2019 Nov 20]. Available from: 10.18297/etd/1452 ; https://ir.library.louisville.edu/etd/1452.

Council of Science Editors:

Townsel, Norman L. 1. Racial identity attitudes, perceived barriers, career self-efficacy, and career outcome expectations among African American male adolescents. [Doctoral Dissertation]. University of Louisville; 2012. Available from: 10.18297/etd/1452 ; https://ir.library.louisville.edu/etd/1452


University of Southern California

6. Verbeck, Teresa A. Male student-athlete perceptions of university academic staff expectations: a qualitative analysis of perceptions, value and academic motivation.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 Semi-structured interviews were conducted with 11 male collegiate student-athletes in a revenue-generating sport in an effort to better inform current academic support practitioners how to… (more)

Subjects/Keywords: motivation; student-athlete; self-efficacy; value; teacher expectations; caring

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APA (6th Edition):

Verbeck, T. A. (2010). Male student-athlete perceptions of university academic staff expectations: a qualitative analysis of perceptions, value and academic motivation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/353921/rec/3919

Chicago Manual of Style (16th Edition):

Verbeck, Teresa A. “Male student-athlete perceptions of university academic staff expectations: a qualitative analysis of perceptions, value and academic motivation.” 2010. Doctoral Dissertation, University of Southern California. Accessed November 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/353921/rec/3919.

MLA Handbook (7th Edition):

Verbeck, Teresa A. “Male student-athlete perceptions of university academic staff expectations: a qualitative analysis of perceptions, value and academic motivation.” 2010. Web. 20 Nov 2019.

Vancouver:

Verbeck TA. Male student-athlete perceptions of university academic staff expectations: a qualitative analysis of perceptions, value and academic motivation. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Nov 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/353921/rec/3919.

Council of Science Editors:

Verbeck TA. Male student-athlete perceptions of university academic staff expectations: a qualitative analysis of perceptions, value and academic motivation. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/353921/rec/3919


University of Southern California

7. Dinh, Richard. A quantitative study on southeast Asian and Latino student's perceptions of teachers' expectations and self-efficacy.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 Literature suggests there are many variables affecting student performance and that student perceptions of teacher expectations and self-efficacy are among those variables. Although much has… (more)

Subjects/Keywords: quantitative study; southeast Asian; students' perceptions; teachers' expectations; self-efficacy

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APA (6th Edition):

Dinh, R. (2012). A quantitative study on southeast Asian and Latino student's perceptions of teachers' expectations and self-efficacy. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/45488/rec/328

Chicago Manual of Style (16th Edition):

Dinh, Richard. “A quantitative study on southeast Asian and Latino student's perceptions of teachers' expectations and self-efficacy.” 2012. Doctoral Dissertation, University of Southern California. Accessed November 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/45488/rec/328.

MLA Handbook (7th Edition):

Dinh, Richard. “A quantitative study on southeast Asian and Latino student's perceptions of teachers' expectations and self-efficacy.” 2012. Web. 20 Nov 2019.

Vancouver:

Dinh R. A quantitative study on southeast Asian and Latino student's perceptions of teachers' expectations and self-efficacy. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Nov 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/45488/rec/328.

Council of Science Editors:

Dinh R. A quantitative study on southeast Asian and Latino student's perceptions of teachers' expectations and self-efficacy. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/45488/rec/328


University of Illinois – Chicago

8. Lambouths III, Danny L. Self-Efficacy's Impact on African American Youth's Academic Performance: A Gendered Experience.

Degree: 2015, University of Illinois – Chicago

 This study examined the mediating role of academic self-efficacy between parents’ and teachers’ academic expectations and students’ academic performance. Data were obtained from 424 African… (more)

Subjects/Keywords: Academic Self-Efficacy; African American Youth; Teacher Expectations; Academic Performance

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APA (6th Edition):

Lambouths III, D. L. (2015). Self-Efficacy's Impact on African American Youth's Academic Performance: A Gendered Experience. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19462

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Lambouths III, Danny L. “Self-Efficacy's Impact on African American Youth's Academic Performance: A Gendered Experience.” 2015. Thesis, University of Illinois – Chicago. Accessed November 20, 2019. http://hdl.handle.net/10027/19462.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Lambouths III, Danny L. “Self-Efficacy's Impact on African American Youth's Academic Performance: A Gendered Experience.” 2015. Web. 20 Nov 2019.

Vancouver:

Lambouths III DL. Self-Efficacy's Impact on African American Youth's Academic Performance: A Gendered Experience. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10027/19462.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lambouths III DL. Self-Efficacy's Impact on African American Youth's Academic Performance: A Gendered Experience. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19462

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Tennessee – Knoxville

9. Rosecrance, Pamela. Snapshot of Rural Appalachian High School Students' College-Going and STEM Perceptions.

Degree: MA, Psychology, 2017, University of Tennessee – Knoxville

 We examined 892 high school student’s perceptions related to college-going and science, technology, engineering, math, and medical (STEMM) careers. Students were 10th and 11th graders… (more)

Subjects/Keywords: Appalachian students; STEMM; college-going self-efficacy; college outcome expectations; SCCT

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APA (6th Edition):

Rosecrance, P. (2017). Snapshot of Rural Appalachian High School Students' College-Going and STEM Perceptions. (Thesis). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_gradthes/5000

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rosecrance, Pamela. “Snapshot of Rural Appalachian High School Students' College-Going and STEM Perceptions.” 2017. Thesis, University of Tennessee – Knoxville. Accessed November 20, 2019. https://trace.tennessee.edu/utk_gradthes/5000.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rosecrance, Pamela. “Snapshot of Rural Appalachian High School Students' College-Going and STEM Perceptions.” 2017. Web. 20 Nov 2019.

Vancouver:

Rosecrance P. Snapshot of Rural Appalachian High School Students' College-Going and STEM Perceptions. [Internet] [Thesis]. University of Tennessee – Knoxville; 2017. [cited 2019 Nov 20]. Available from: https://trace.tennessee.edu/utk_gradthes/5000.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rosecrance P. Snapshot of Rural Appalachian High School Students' College-Going and STEM Perceptions. [Thesis]. University of Tennessee – Knoxville; 2017. Available from: https://trace.tennessee.edu/utk_gradthes/5000

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of North Texas

10. Farren, Gene L. Factors Related to Meeting Physical Activity Guidelines in College Students: a Social Cognitive Perspective.

Degree: 2014, University of North Texas

 Engaging in regular physical activity is important for maintaining and improving health. Unfortunately, most college students fail to meet the recommendations for both aerobic and… (more)

Subjects/Keywords: Physical activity guidelines; college students; self-efficacy; outcome expectations; social support

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APA (6th Edition):

Farren, G. L. (2014). Factors Related to Meeting Physical Activity Guidelines in College Students: a Social Cognitive Perspective. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500163/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Farren, Gene L. “Factors Related to Meeting Physical Activity Guidelines in College Students: a Social Cognitive Perspective.” 2014. Thesis, University of North Texas. Accessed November 20, 2019. https://digital.library.unt.edu/ark:/67531/metadc500163/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Farren, Gene L. “Factors Related to Meeting Physical Activity Guidelines in College Students: a Social Cognitive Perspective.” 2014. Web. 20 Nov 2019.

Vancouver:

Farren GL. Factors Related to Meeting Physical Activity Guidelines in College Students: a Social Cognitive Perspective. [Internet] [Thesis]. University of North Texas; 2014. [cited 2019 Nov 20]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500163/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Farren GL. Factors Related to Meeting Physical Activity Guidelines in College Students: a Social Cognitive Perspective. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc500163/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Arizona

11. Porter, Stephanie R. The Role of Self Efficacy and Outcome Expectations in the Use of Skin Cancer Preventive Behaviors in Rural Hispanics of Southwestern Arizona .

Degree: 2017, University of Arizona

 The aims of this DNP project were to evaluate the use of skin cancer preventive behaviors among Hispanic adults within a rural Southwestern Arizona community… (more)

Subjects/Keywords: Arizona; Hispanics; Outcome expectations; Rural; Self efficacy; Skin cancer

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APA (6th Edition):

Porter, S. R. (2017). The Role of Self Efficacy and Outcome Expectations in the Use of Skin Cancer Preventive Behaviors in Rural Hispanics of Southwestern Arizona . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/626688

Chicago Manual of Style (16th Edition):

Porter, Stephanie R. “The Role of Self Efficacy and Outcome Expectations in the Use of Skin Cancer Preventive Behaviors in Rural Hispanics of Southwestern Arizona .” 2017. Doctoral Dissertation, University of Arizona. Accessed November 20, 2019. http://hdl.handle.net/10150/626688.

MLA Handbook (7th Edition):

Porter, Stephanie R. “The Role of Self Efficacy and Outcome Expectations in the Use of Skin Cancer Preventive Behaviors in Rural Hispanics of Southwestern Arizona .” 2017. Web. 20 Nov 2019.

Vancouver:

Porter SR. The Role of Self Efficacy and Outcome Expectations in the Use of Skin Cancer Preventive Behaviors in Rural Hispanics of Southwestern Arizona . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10150/626688.

Council of Science Editors:

Porter SR. The Role of Self Efficacy and Outcome Expectations in the Use of Skin Cancer Preventive Behaviors in Rural Hispanics of Southwestern Arizona . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/626688


University of Saskatchewan

12. Bloomquist, Candace D. Development and preliminary validation of measures to assess mother's self-regulatory efficacy and outcome expectations to transport preschool aged children to structured physical activities.

Degree: 2010, University of Saskatchewan

 Structured physical activity (SPA) is one type of physical activity in which preschool aged children participate (e.g., soccer programs). Given that SPA often occurs at… (more)

Subjects/Keywords: outcome expectations; self-regulatory efficacy; structured physical activity; mothers of preschool aged children; self-efficacy theory

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APA (6th Edition):

Bloomquist, C. D. (2010). Development and preliminary validation of measures to assess mother's self-regulatory efficacy and outcome expectations to transport preschool aged children to structured physical activities. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-12022010-123924

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bloomquist, Candace D. “Development and preliminary validation of measures to assess mother's self-regulatory efficacy and outcome expectations to transport preschool aged children to structured physical activities.” 2010. Thesis, University of Saskatchewan. Accessed November 20, 2019. http://hdl.handle.net/10388/etd-12022010-123924.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bloomquist, Candace D. “Development and preliminary validation of measures to assess mother's self-regulatory efficacy and outcome expectations to transport preschool aged children to structured physical activities.” 2010. Web. 20 Nov 2019.

Vancouver:

Bloomquist CD. Development and preliminary validation of measures to assess mother's self-regulatory efficacy and outcome expectations to transport preschool aged children to structured physical activities. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10388/etd-12022010-123924.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bloomquist CD. Development and preliminary validation of measures to assess mother's self-regulatory efficacy and outcome expectations to transport preschool aged children to structured physical activities. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-12022010-123924

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Arizona State University

13. Dhaliwal, Simran K. Correlates of Exercise Self-efficacy in Older Adults with Arthritis.

Degree: Exercise Science, 2016, Arizona State University

 Purpose: This study explored the potential correlates of exercise self-efficacy among older adults with a self-reported diagnosis of arthritis. Methods: This study was a secondary… (more)

Subjects/Keywords: Health sciences; Public health education; Social sciences education; arthritis; barrier self efficacy; exercise outcome expectations; pain; self efficacy; symptom

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APA (6th Edition):

Dhaliwal, S. K. (2016). Correlates of Exercise Self-efficacy in Older Adults with Arthritis. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/41271

Chicago Manual of Style (16th Edition):

Dhaliwal, Simran K. “Correlates of Exercise Self-efficacy in Older Adults with Arthritis.” 2016. Masters Thesis, Arizona State University. Accessed November 20, 2019. http://repository.asu.edu/items/41271.

MLA Handbook (7th Edition):

Dhaliwal, Simran K. “Correlates of Exercise Self-efficacy in Older Adults with Arthritis.” 2016. Web. 20 Nov 2019.

Vancouver:

Dhaliwal SK. Correlates of Exercise Self-efficacy in Older Adults with Arthritis. [Internet] [Masters thesis]. Arizona State University; 2016. [cited 2019 Nov 20]. Available from: http://repository.asu.edu/items/41271.

Council of Science Editors:

Dhaliwal SK. Correlates of Exercise Self-efficacy in Older Adults with Arthritis. [Masters Thesis]. Arizona State University; 2016. Available from: http://repository.asu.edu/items/41271

14. Valdner, Faith. Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life.

Degree: Faculty of Educational Sciences, 2014, Linköping UniversityLinköping University

  Students spend most of their waking hours with their teachers and peers, who are considered to be the significant others, that influence their learning… (more)

Subjects/Keywords: Peer influence; teacher influence; teacher-student relationship; teacher expectations; teacher self-efficacy and motivation

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APA (6th Edition):

Valdner, F. (2014). Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life. (Thesis). Linköping UniversityLinköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Valdner, Faith. “Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life.” 2014. Thesis, Linköping UniversityLinköping University. Accessed November 20, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Valdner, Faith. “Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life.” 2014. Web. 20 Nov 2019.

Vancouver:

Valdner F. Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life. [Internet] [Thesis]. Linköping UniversityLinköping University; 2014. [cited 2019 Nov 20]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Valdner F. Significant Others : A Literature Review on How Peers and Teachers Affect Adolescents in Their Academic Life. [Thesis]. Linköping UniversityLinköping University; 2014. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-109482

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Kentucky

15. Satterly Roig, Jamie Lee. TEACHER EXPECTATIONS OF CHILDREN WITH MENTAL ILLNESS IN THE SCHOOLS.

Degree: 2011, University of Kentucky

 Within an experimental vignette design, 224 certified teachers participated in this online study by completing a researcher created rating scale that assessed expectations for a… (more)

Subjects/Keywords: Teacher Expectations; Mental Health; Emotional Behavioral Disability; Special Education; Teacher Self-Efficacy; Psychology; School Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Satterly Roig, J. L. (2011). TEACHER EXPECTATIONS OF CHILDREN WITH MENTAL ILLNESS IN THE SCHOOLS. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/gradschool_diss/176

Chicago Manual of Style (16th Edition):

Satterly Roig, Jamie Lee. “TEACHER EXPECTATIONS OF CHILDREN WITH MENTAL ILLNESS IN THE SCHOOLS.” 2011. Doctoral Dissertation, University of Kentucky. Accessed November 20, 2019. https://uknowledge.uky.edu/gradschool_diss/176.

MLA Handbook (7th Edition):

Satterly Roig, Jamie Lee. “TEACHER EXPECTATIONS OF CHILDREN WITH MENTAL ILLNESS IN THE SCHOOLS.” 2011. Web. 20 Nov 2019.

Vancouver:

Satterly Roig JL. TEACHER EXPECTATIONS OF CHILDREN WITH MENTAL ILLNESS IN THE SCHOOLS. [Internet] [Doctoral dissertation]. University of Kentucky; 2011. [cited 2019 Nov 20]. Available from: https://uknowledge.uky.edu/gradschool_diss/176.

Council of Science Editors:

Satterly Roig JL. TEACHER EXPECTATIONS OF CHILDREN WITH MENTAL ILLNESS IN THE SCHOOLS. [Doctoral Dissertation]. University of Kentucky; 2011. Available from: https://uknowledge.uky.edu/gradschool_diss/176


University of Alberta

16. Sriramatr, Sonthaya. An Internet-Based Intervention for Promoting and Maintaining Physical Activity in Thai University-Aged Females: A Randomized Controlled Trial.

Degree: PhD, Physical Education and Recreation, 2013, University of Alberta

 Introduction: Thai female students are not likely to participate in leisure-time physical activity (PA). This dissertation comprised two studies that examined the efficacy of a… (more)

Subjects/Keywords: Self-regulation; Internet-based intervention; Weekly leisure-time activity score; Social cognitive theory; Outcome expectations; Self-efficacy; Physical activity; Steps/day

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Sriramatr, S. (2013). An Internet-Based Intervention for Promoting and Maintaining Physical Activity in Thai University-Aged Females: A Randomized Controlled Trial. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ff365548j

Chicago Manual of Style (16th Edition):

Sriramatr, Sonthaya. “An Internet-Based Intervention for Promoting and Maintaining Physical Activity in Thai University-Aged Females: A Randomized Controlled Trial.” 2013. Doctoral Dissertation, University of Alberta. Accessed November 20, 2019. https://era.library.ualberta.ca/files/ff365548j.

MLA Handbook (7th Edition):

Sriramatr, Sonthaya. “An Internet-Based Intervention for Promoting and Maintaining Physical Activity in Thai University-Aged Females: A Randomized Controlled Trial.” 2013. Web. 20 Nov 2019.

Vancouver:

Sriramatr S. An Internet-Based Intervention for Promoting and Maintaining Physical Activity in Thai University-Aged Females: A Randomized Controlled Trial. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2019 Nov 20]. Available from: https://era.library.ualberta.ca/files/ff365548j.

Council of Science Editors:

Sriramatr S. An Internet-Based Intervention for Promoting and Maintaining Physical Activity in Thai University-Aged Females: A Randomized Controlled Trial. [Doctoral Dissertation]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/ff365548j


University of South Africa

17. Matseke, Phyllistus Moshala. The influence of learning strategies learners' self-efficacy and academic achievement .

Degree: 2011, University of South Africa

 Accelerated social change emphasises knowledge and innovation, creating a need for learners to excel at learning and thinking. The study’s purpose was to replicate previous… (more)

Subjects/Keywords: Learning strategies; Self efficacy; Self-regulated learning; Academic achievement; Motivation; Cognitive; Metacognitive; Information processing; Outcome expectations

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Matseke, P. M. (2011). The influence of learning strategies learners' self-efficacy and academic achievement . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/6810

Chicago Manual of Style (16th Edition):

Matseke, Phyllistus Moshala. “The influence of learning strategies learners' self-efficacy and academic achievement .” 2011. Masters Thesis, University of South Africa. Accessed November 20, 2019. http://hdl.handle.net/10500/6810.

MLA Handbook (7th Edition):

Matseke, Phyllistus Moshala. “The influence of learning strategies learners' self-efficacy and academic achievement .” 2011. Web. 20 Nov 2019.

Vancouver:

Matseke PM. The influence of learning strategies learners' self-efficacy and academic achievement . [Internet] [Masters thesis]. University of South Africa; 2011. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10500/6810.

Council of Science Editors:

Matseke PM. The influence of learning strategies learners' self-efficacy and academic achievement . [Masters Thesis]. University of South Africa; 2011. Available from: http://hdl.handle.net/10500/6810


Queensland University of Technology

18. Mitchell, Amy Elizabeth. The relationship between parents’ self-efficacy beliefs, outcome expectations, child behaviour, and management of atopic dermatitis.

Degree: 2011, Queensland University of Technology

 Atopic dermatitis (AD) is a chronic inflammatory skin condition, characterized by intense pruritis, with a complex aetiology comprising multiple genetic and environmental factors. It is… (more)

Subjects/Keywords: child behaviour; child psychology; chronic disease management; cross-sectional studies; dermatitis; atopic; eczema; health behaviour; outcome expectations; parenting; questionnaires; self-efficacy; self-efficacy theory; social cognitive theory

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Mitchell, A. E. (2011). The relationship between parents’ self-efficacy beliefs, outcome expectations, child behaviour, and management of atopic dermatitis. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/47319/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Mitchell, Amy Elizabeth. “The relationship between parents’ self-efficacy beliefs, outcome expectations, child behaviour, and management of atopic dermatitis.” 2011. Thesis, Queensland University of Technology. Accessed November 20, 2019. https://eprints.qut.edu.au/47319/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Mitchell, Amy Elizabeth. “The relationship between parents’ self-efficacy beliefs, outcome expectations, child behaviour, and management of atopic dermatitis.” 2011. Web. 20 Nov 2019.

Vancouver:

Mitchell AE. The relationship between parents’ self-efficacy beliefs, outcome expectations, child behaviour, and management of atopic dermatitis. [Internet] [Thesis]. Queensland University of Technology; 2011. [cited 2019 Nov 20]. Available from: https://eprints.qut.edu.au/47319/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mitchell AE. The relationship between parents’ self-efficacy beliefs, outcome expectations, child behaviour, and management of atopic dermatitis. [Thesis]. Queensland University of Technology; 2011. Available from: https://eprints.qut.edu.au/47319/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Aguillera, Fernanda. Projeto de vida e preparação para carreira de jovens aprendizes: da realidade à intervenção.

Degree: PhD, Psicologia, 2013, University of São Paulo

 A preparação dos jovens para o trabalho é preocupação mundial, tendo desencadeado o movimento de Educação para a Carreira em países desenvolvidos. Mas no Brasil… (more)

Subjects/Keywords: Adolescence.; Adolescência; Autoeficácia; Career Education; Career Expectations; Educação para a Carreira; Maturidade Vocacional; Projetos de Carreira; Self-Efficacy; Vocational Maturity

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Aguillera, F. (2013). Projeto de vida e preparação para carreira de jovens aprendizes: da realidade à intervenção. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/59/59137/tde-02092013-161555/ ;

Chicago Manual of Style (16th Edition):

Aguillera, Fernanda. “Projeto de vida e preparação para carreira de jovens aprendizes: da realidade à intervenção.” 2013. Doctoral Dissertation, University of São Paulo. Accessed November 20, 2019. http://www.teses.usp.br/teses/disponiveis/59/59137/tde-02092013-161555/ ;.

MLA Handbook (7th Edition):

Aguillera, Fernanda. “Projeto de vida e preparação para carreira de jovens aprendizes: da realidade à intervenção.” 2013. Web. 20 Nov 2019.

Vancouver:

Aguillera F. Projeto de vida e preparação para carreira de jovens aprendizes: da realidade à intervenção. [Internet] [Doctoral dissertation]. University of São Paulo; 2013. [cited 2019 Nov 20]. Available from: http://www.teses.usp.br/teses/disponiveis/59/59137/tde-02092013-161555/ ;.

Council of Science Editors:

Aguillera F. Projeto de vida e preparação para carreira de jovens aprendizes: da realidade à intervenção. [Doctoral Dissertation]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/59/59137/tde-02092013-161555/ ;


University of California – Berkeley

20. Harris, Margaret. Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools.

Degree: Educational Leadership, 2010, University of California – Berkeley

 Within the last three decades there has been a surge of interest in how teacher beliefs affect the teaching and learning process. A major focus… (more)

Subjects/Keywords: Educational leadership; Education; Teacher education; locus of control; student achievement; teacher effectiveness; teacher expectations; teacher practices; teacher self-efficacy beliefs

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Harris, M. (2010). Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/44h29077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Harris, Margaret. “Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools.” 2010. Thesis, University of California – Berkeley. Accessed November 20, 2019. http://www.escholarship.org/uc/item/44h29077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Harris, Margaret. “Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools.” 2010. Web. 20 Nov 2019.

Vancouver:

Harris M. Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools. [Internet] [Thesis]. University of California – Berkeley; 2010. [cited 2019 Nov 20]. Available from: http://www.escholarship.org/uc/item/44h29077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harris M. Teacher Efficacy Beliefs:Understanding the Relationship Between Efficacy and Achievement in Urban Elementary Schools. [Thesis]. University of California – Berkeley; 2010. Available from: http://www.escholarship.org/uc/item/44h29077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Texas A&M University

21. Manzano S?nchez, Harold. Personal and Environmental Variables That Hinder or Foster College Aspirations among Latina/o High School Students.

Degree: PhD, Recreation, Park, and Tourism Sciences, 2016, Texas A&M University

 This study used mixed methods to examine personal and contextual variables that hinder or foster college aspirations in Latina/o high school students. The Social Cognitive… (more)

Subjects/Keywords: college aspirations; Latina high school students; Latino high school students; self-efficacy; outcome expectations; barriers; supports; social cognitive career theory

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APA (6th Edition):

Manzano S?nchez, H. (2016). Personal and Environmental Variables That Hinder or Foster College Aspirations among Latina/o High School Students. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/157033

Chicago Manual of Style (16th Edition):

Manzano S?nchez, Harold. “Personal and Environmental Variables That Hinder or Foster College Aspirations among Latina/o High School Students.” 2016. Doctoral Dissertation, Texas A&M University. Accessed November 20, 2019. http://hdl.handle.net/1969.1/157033.

MLA Handbook (7th Edition):

Manzano S?nchez, Harold. “Personal and Environmental Variables That Hinder or Foster College Aspirations among Latina/o High School Students.” 2016. Web. 20 Nov 2019.

Vancouver:

Manzano S?nchez H. Personal and Environmental Variables That Hinder or Foster College Aspirations among Latina/o High School Students. [Internet] [Doctoral dissertation]. Texas A&M University; 2016. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1969.1/157033.

Council of Science Editors:

Manzano S?nchez H. Personal and Environmental Variables That Hinder or Foster College Aspirations among Latina/o High School Students. [Doctoral Dissertation]. Texas A&M University; 2016. Available from: http://hdl.handle.net/1969.1/157033


University of Minnesota

22. Conkel Ziebell, Julia Louise. Promoting viable career choice goals through career decision-making self-efficacy and career maturity in inner-city high school students: a test of Social Cognitive Career Theory.

Degree: Educational Psychology, 2010, University of Minnesota

 In an effort to understand the viability of inner-city adolescents' career choice goals, the purpose of this study was to predict relationships among person factors,… (more)

Subjects/Keywords: Career choice goals; Career decision-making self-efficacy; Career maturity; Inner-city adolescents; Vocational outcome expectations; Educational Psychology

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APA (6th Edition):

Conkel Ziebell, J. L. (2010). Promoting viable career choice goals through career decision-making self-efficacy and career maturity in inner-city high school students: a test of Social Cognitive Career Theory. (Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/94317

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Conkel Ziebell, Julia Louise. “Promoting viable career choice goals through career decision-making self-efficacy and career maturity in inner-city high school students: a test of Social Cognitive Career Theory.” 2010. Thesis, University of Minnesota. Accessed November 20, 2019. http://purl.umn.edu/94317.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Conkel Ziebell, Julia Louise. “Promoting viable career choice goals through career decision-making self-efficacy and career maturity in inner-city high school students: a test of Social Cognitive Career Theory.” 2010. Web. 20 Nov 2019.

Vancouver:

Conkel Ziebell JL. Promoting viable career choice goals through career decision-making self-efficacy and career maturity in inner-city high school students: a test of Social Cognitive Career Theory. [Internet] [Thesis]. University of Minnesota; 2010. [cited 2019 Nov 20]. Available from: http://purl.umn.edu/94317.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Conkel Ziebell JL. Promoting viable career choice goals through career decision-making self-efficacy and career maturity in inner-city high school students: a test of Social Cognitive Career Theory. [Thesis]. University of Minnesota; 2010. Available from: http://purl.umn.edu/94317

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Minnesota

23. Conkel Ziebell, Julia Louise. Promoting viable career choice goals through career decision-making self-efficacy and career maturity in inner-city high school students: a test of social cognitive career theory.

Degree: PhD, 2010, University of Minnesota

 In an effort to understand the viability of inner-city adolescents' career choice goals, the purpose of this study was to predict relationships among person factors,… (more)

Subjects/Keywords: Career choice goals; Career decision-making self-efficacy; Career maturity; Inner-city adolescents; Vocational outcome expectations; Educational Psychology

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Conkel Ziebell, J. L. (2010). Promoting viable career choice goals through career decision-making self-efficacy and career maturity in inner-city high school students: a test of social cognitive career theory. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/96093

Chicago Manual of Style (16th Edition):

Conkel Ziebell, Julia Louise. “Promoting viable career choice goals through career decision-making self-efficacy and career maturity in inner-city high school students: a test of social cognitive career theory.” 2010. Doctoral Dissertation, University of Minnesota. Accessed November 20, 2019. http://purl.umn.edu/96093.

MLA Handbook (7th Edition):

Conkel Ziebell, Julia Louise. “Promoting viable career choice goals through career decision-making self-efficacy and career maturity in inner-city high school students: a test of social cognitive career theory.” 2010. Web. 20 Nov 2019.

Vancouver:

Conkel Ziebell JL. Promoting viable career choice goals through career decision-making self-efficacy and career maturity in inner-city high school students: a test of social cognitive career theory. [Internet] [Doctoral dissertation]. University of Minnesota; 2010. [cited 2019 Nov 20]. Available from: http://purl.umn.edu/96093.

Council of Science Editors:

Conkel Ziebell JL. Promoting viable career choice goals through career decision-making self-efficacy and career maturity in inner-city high school students: a test of social cognitive career theory. [Doctoral Dissertation]. University of Minnesota; 2010. Available from: http://purl.umn.edu/96093


University of Illinois – Urbana-Champaign

24. Kedem, Leia E. Psychosocial constructs related to healthy eating in female college freshmen: Reliability analysis and influence of body mass index.

Degree: MS, 0191, 2011, University of Illinois – Urbana-Champaign

 There were three objectives of the present study, which evaluated nutrition belief questionnaires used with a sample of female college freshmen (n=268) participating in a… (more)

Subjects/Keywords: social cognitive theory; internal consistency; Cronbach's alpha; psychosocial; self efficacy; outcome expectations; health; questionnaire; survey; attitudes; beliefs

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APA (6th Edition):

Kedem, L. E. (2011). Psychosocial constructs related to healthy eating in female college freshmen: Reliability analysis and influence of body mass index. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/18618

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kedem, Leia E. “Psychosocial constructs related to healthy eating in female college freshmen: Reliability analysis and influence of body mass index.” 2011. Thesis, University of Illinois – Urbana-Champaign. Accessed November 20, 2019. http://hdl.handle.net/2142/18618.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kedem, Leia E. “Psychosocial constructs related to healthy eating in female college freshmen: Reliability analysis and influence of body mass index.” 2011. Web. 20 Nov 2019.

Vancouver:

Kedem LE. Psychosocial constructs related to healthy eating in female college freshmen: Reliability analysis and influence of body mass index. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2011. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/2142/18618.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kedem LE. Psychosocial constructs related to healthy eating in female college freshmen: Reliability analysis and influence of body mass index. [Thesis]. University of Illinois – Urbana-Champaign; 2011. Available from: http://hdl.handle.net/2142/18618

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Florida

25. Hudson-Vassell, Michael E. Pygmalion, Golem, and Galatea in the 10Th Grade: Teacher Expectations and Black Student Outcomes in Mathematics.

Degree: PhD, Educational Leadership - Human Development and Organizational Studies in Education, 2015, University of Florida

Subjects/Keywords: achievement; black; expectations; mathematics; self-efficacy; students; teacher

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APA (6th Edition):

Hudson-Vassell, M. E. (2015). Pygmalion, Golem, and Galatea in the 10Th Grade: Teacher Expectations and Black Student Outcomes in Mathematics. (Doctoral Dissertation). University of Florida. Retrieved from http://ufdc.ufl.edu/UFE0049199

Chicago Manual of Style (16th Edition):

Hudson-Vassell, Michael E. “Pygmalion, Golem, and Galatea in the 10Th Grade: Teacher Expectations and Black Student Outcomes in Mathematics.” 2015. Doctoral Dissertation, University of Florida. Accessed November 20, 2019. http://ufdc.ufl.edu/UFE0049199.

MLA Handbook (7th Edition):

Hudson-Vassell, Michael E. “Pygmalion, Golem, and Galatea in the 10Th Grade: Teacher Expectations and Black Student Outcomes in Mathematics.” 2015. Web. 20 Nov 2019.

Vancouver:

Hudson-Vassell ME. Pygmalion, Golem, and Galatea in the 10Th Grade: Teacher Expectations and Black Student Outcomes in Mathematics. [Internet] [Doctoral dissertation]. University of Florida; 2015. [cited 2019 Nov 20]. Available from: http://ufdc.ufl.edu/UFE0049199.

Council of Science Editors:

Hudson-Vassell ME. Pygmalion, Golem, and Galatea in the 10Th Grade: Teacher Expectations and Black Student Outcomes in Mathematics. [Doctoral Dissertation]. University of Florida; 2015. Available from: http://ufdc.ufl.edu/UFE0049199


University of Southern California

26. Henry, Bridgett B. Factors influencing student achievement in advanced placement and honors.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 The purpose of this study was to determine why some academically able students self-selecting to enroll in academically rigorous courses were underachieving. Participants in the… (more)

Subjects/Keywords: academic achievement; advanced placement and honors courses; attitudes and behavior; goal valuation and self-efficacy; parental expectations; social cognitive theory

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APA (6th Edition):

Henry, B. B. (2010). Factors influencing student achievement in advanced placement and honors. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/72917/rec/2730

Chicago Manual of Style (16th Edition):

Henry, Bridgett B. “Factors influencing student achievement in advanced placement and honors.” 2010. Doctoral Dissertation, University of Southern California. Accessed November 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/72917/rec/2730.

MLA Handbook (7th Edition):

Henry, Bridgett B. “Factors influencing student achievement in advanced placement and honors.” 2010. Web. 20 Nov 2019.

Vancouver:

Henry BB. Factors influencing student achievement in advanced placement and honors. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2019 Nov 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/72917/rec/2730.

Council of Science Editors:

Henry BB. Factors influencing student achievement in advanced placement and honors. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/72917/rec/2730


Vrije Universiteit Amsterdam

27. Haanstra, T.M. Patients' expectations: determinants, mechanisms and impact on clinical outcomes .

Degree: 2015, Vrije Universiteit Amsterdam

Subjects/Keywords: patients' expectations; outcome expectancies; self-efficacy; clinical outcomes

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APA (6th Edition):

Haanstra, T. M. (2015). Patients' expectations: determinants, mechanisms and impact on clinical outcomes . (Doctoral Dissertation). Vrije Universiteit Amsterdam. Retrieved from http://hdl.handle.net/1871/53592

Chicago Manual of Style (16th Edition):

Haanstra, T M. “Patients' expectations: determinants, mechanisms and impact on clinical outcomes .” 2015. Doctoral Dissertation, Vrije Universiteit Amsterdam. Accessed November 20, 2019. http://hdl.handle.net/1871/53592.

MLA Handbook (7th Edition):

Haanstra, T M. “Patients' expectations: determinants, mechanisms and impact on clinical outcomes .” 2015. Web. 20 Nov 2019.

Vancouver:

Haanstra TM. Patients' expectations: determinants, mechanisms and impact on clinical outcomes . [Internet] [Doctoral dissertation]. Vrije Universiteit Amsterdam; 2015. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1871/53592.

Council of Science Editors:

Haanstra TM. Patients' expectations: determinants, mechanisms and impact on clinical outcomes . [Doctoral Dissertation]. Vrije Universiteit Amsterdam; 2015. Available from: http://hdl.handle.net/1871/53592


University of Georgia

28. Smith, Renee Johnson. Self-efficacy of traditional and non-traditional certified career and technical education teachers.

Degree: PhD, Occupational Studies, 2008, University of Georgia

 The purpose of this causal-comparative study was to compare participants certified through two post-baccalaureate career and technical education (CTE) teacher preparation programs (traditional and non-traditional)… (more)

Subjects/Keywords: Self-Efficacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Smith, R. J. (2008). Self-efficacy of traditional and non-traditional certified career and technical education teachers. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/smith_renee_j_200812_phd

Chicago Manual of Style (16th Edition):

Smith, Renee Johnson. “Self-efficacy of traditional and non-traditional certified career and technical education teachers.” 2008. Doctoral Dissertation, University of Georgia. Accessed November 20, 2019. http://purl.galileo.usg.edu/uga_etd/smith_renee_j_200812_phd.

MLA Handbook (7th Edition):

Smith, Renee Johnson. “Self-efficacy of traditional and non-traditional certified career and technical education teachers.” 2008. Web. 20 Nov 2019.

Vancouver:

Smith RJ. Self-efficacy of traditional and non-traditional certified career and technical education teachers. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Nov 20]. Available from: http://purl.galileo.usg.edu/uga_etd/smith_renee_j_200812_phd.

Council of Science Editors:

Smith RJ. Self-efficacy of traditional and non-traditional certified career and technical education teachers. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/smith_renee_j_200812_phd


Oregon State University

29. Williams, MaryJean Harris. Mentorship and Student Self-efficacy.

Degree: PhD, 2017, Oregon State University

 Background: The United States has been under-producing college graduates since at least 1980, with many challenges suppressing students’ self-efficacy. One approach to improving student outcomes… (more)

Subjects/Keywords: self-efficacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Williams, M. H. (2017). Mentorship and Student Self-efficacy. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/61924

Chicago Manual of Style (16th Edition):

Williams, MaryJean Harris. “Mentorship and Student Self-efficacy.” 2017. Doctoral Dissertation, Oregon State University. Accessed November 20, 2019. http://hdl.handle.net/1957/61924.

MLA Handbook (7th Edition):

Williams, MaryJean Harris. “Mentorship and Student Self-efficacy.” 2017. Web. 20 Nov 2019.

Vancouver:

Williams MH. Mentorship and Student Self-efficacy. [Internet] [Doctoral dissertation]. Oregon State University; 2017. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1957/61924.

Council of Science Editors:

Williams MH. Mentorship and Student Self-efficacy. [Doctoral Dissertation]. Oregon State University; 2017. Available from: http://hdl.handle.net/1957/61924


University of Hawaii – Manoa

30. Bair, Amy Elizabeth. Investigating the motivational profile of mentally tough collegiate athletes.

Degree: 2016, University of Hawaii – Manoa

Ph.D. University of Hawaii at Manoa 2011.

This research examined the role of motivation, specifically autonomous motives and goal orientation, as it relates to the… (more)

Subjects/Keywords: self-efficacy

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Bair, A. E. (2016). Investigating the motivational profile of mentally tough collegiate athletes. (Thesis). University of Hawaii – Manoa. Retrieved from http://hdl.handle.net/10125/101446

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bair, Amy Elizabeth. “Investigating the motivational profile of mentally tough collegiate athletes.” 2016. Thesis, University of Hawaii – Manoa. Accessed November 20, 2019. http://hdl.handle.net/10125/101446.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bair, Amy Elizabeth. “Investigating the motivational profile of mentally tough collegiate athletes.” 2016. Web. 20 Nov 2019.

Vancouver:

Bair AE. Investigating the motivational profile of mentally tough collegiate athletes. [Internet] [Thesis]. University of Hawaii – Manoa; 2016. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10125/101446.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bair AE. Investigating the motivational profile of mentally tough collegiate athletes. [Thesis]. University of Hawaii – Manoa; 2016. Available from: http://hdl.handle.net/10125/101446

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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