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You searched for subject:(Academic self efficacy). Showing records 1 – 30 of 284 total matches.

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Oregon State University

1. Erlich, Richard J. Developing self-efficacy and self-regulated learning in academic planning : applying social cognitive theory in academic advising to assess student learning outcomes.

Degree: PhD, Education, 2011, Oregon State University

 This dissertation demonstrates how Social Cognitive Theory (Bandura, 1986, 1997) can be successfully applied to Counselor academic advising interventions, in order to increase students' self-efficacy(more)

Subjects/Keywords: academic advising; Self-efficacy

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

APA (6th Edition):

Erlich, R. J. (2011). Developing self-efficacy and self-regulated learning in academic planning : applying social cognitive theory in academic advising to assess student learning outcomes. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/20908

Chicago Manual of Style (16th Edition):

Erlich, Richard J. “Developing self-efficacy and self-regulated learning in academic planning : applying social cognitive theory in academic advising to assess student learning outcomes.” 2011. Doctoral Dissertation, Oregon State University. Accessed October 26, 2020. http://hdl.handle.net/1957/20908.

MLA Handbook (7th Edition):

Erlich, Richard J. “Developing self-efficacy and self-regulated learning in academic planning : applying social cognitive theory in academic advising to assess student learning outcomes.” 2011. Web. 26 Oct 2020.

Vancouver:

Erlich RJ. Developing self-efficacy and self-regulated learning in academic planning : applying social cognitive theory in academic advising to assess student learning outcomes. [Internet] [Doctoral dissertation]. Oregon State University; 2011. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/1957/20908.

Council of Science Editors:

Erlich RJ. Developing self-efficacy and self-regulated learning in academic planning : applying social cognitive theory in academic advising to assess student learning outcomes. [Doctoral Dissertation]. Oregon State University; 2011. Available from: http://hdl.handle.net/1957/20908


University of Georgia

2. Shepard, Kevin McCrae. Coping efficacy and perception of barriers among students.

Degree: 2014, University of Georgia

 In this study, 296 students from a large southeastern public university were compared on measures of career decision self-efficacy, perceptions of barriers, and perceptions of… (more)

Subjects/Keywords: Self-efficacy; barriers; coping efficacy; academic counseling

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APA (6th Edition):

Shepard, K. M. (2014). Coping efficacy and perception of barriers among students. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/23515

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):

Shepard, Kevin McCrae. “Coping efficacy and perception of barriers among students.” 2014. Thesis, University of Georgia. Accessed October 26, 2020. http://hdl.handle.net/10724/23515.

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

MLA Handbook (7th Edition):

Shepard, Kevin McCrae. “Coping efficacy and perception of barriers among students.” 2014. Web. 26 Oct 2020.

Vancouver:

Shepard KM. Coping efficacy and perception of barriers among students. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/10724/23515.

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

Council of Science Editors:

Shepard KM. Coping efficacy and perception of barriers among students. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/23515

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


University of Georgia

3. Jackson, Deanna Marie Hilton. Role of academic procrastination, academic self-efficacy beliefs, and prior academic skills on course outcomes for college students in developmental education.

Degree: 2014, University of Georgia

 This study examined the relationship between academic self-efficacy beliefs, academic procrastination, and prior academic skills on course outcomes for students who completed a mandatory developmental… (more)

Subjects/Keywords: Academic Procrastination; Academic Self-Efficacy; Developmental Education

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APA (6th Edition):

Jackson, D. M. H. (2014). Role of academic procrastination, academic self-efficacy beliefs, and prior academic skills on course outcomes for college students in developmental education. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/28297

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):

Jackson, Deanna Marie Hilton. “Role of academic procrastination, academic self-efficacy beliefs, and prior academic skills on course outcomes for college students in developmental education.” 2014. Thesis, University of Georgia. Accessed October 26, 2020. http://hdl.handle.net/10724/28297.

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

MLA Handbook (7th Edition):

Jackson, Deanna Marie Hilton. “Role of academic procrastination, academic self-efficacy beliefs, and prior academic skills on course outcomes for college students in developmental education.” 2014. Web. 26 Oct 2020.

Vancouver:

Jackson DMH. Role of academic procrastination, academic self-efficacy beliefs, and prior academic skills on course outcomes for college students in developmental education. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/10724/28297.

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

Council of Science Editors:

Jackson DMH. Role of academic procrastination, academic self-efficacy beliefs, and prior academic skills on course outcomes for college students in developmental education. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/28297

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


Virginia Tech

4. Helena Soares, Elza. Metacognitive intervention for the alleviation of learned helplessness.

Degree: PhD, Curriculum and Instruction, 2012, Virginia Tech

 The goal of this study was to investigate if participation in collaborative professional development workshops - on learned helplessness, self-efficacy, and metacognition - would impact… (more)

Subjects/Keywords: Learned helplessness; Self-efficacy; instructional efficacy; academic efficacy; cognition; metacognition; motivation

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APA (6th Edition):

Helena Soares, E. (2012). Metacognitive intervention for the alleviation of learned helplessness. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/51961

Chicago Manual of Style (16th Edition):

Helena Soares, Elza. “Metacognitive intervention for the alleviation of learned helplessness.” 2012. Doctoral Dissertation, Virginia Tech. Accessed October 26, 2020. http://hdl.handle.net/10919/51961.

MLA Handbook (7th Edition):

Helena Soares, Elza. “Metacognitive intervention for the alleviation of learned helplessness.” 2012. Web. 26 Oct 2020.

Vancouver:

Helena Soares E. Metacognitive intervention for the alleviation of learned helplessness. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/10919/51961.

Council of Science Editors:

Helena Soares E. Metacognitive intervention for the alleviation of learned helplessness. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/51961


University of Southern California

5. Dayne, Nancy. The examination of academic self-regulation, academic help-seeking, academic self-efficacy, and student satisfaction of higher education students taking on-campus and online course formats.

Degree: EdD, Education, 2015, University of Southern California

 The purpose of the present study was to examine undergraduate college students’ beliefs about academic self‐regulation, academic self‐efficacy, academic help‐seeking skills in the beginning of… (more)

Subjects/Keywords: academic self‐regulation; academic self‐efficacy; academic help‐seeking; student satisfaction

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APA (6th Edition):

Dayne, N. (2015). The examination of academic self-regulation, academic help-seeking, academic self-efficacy, and student satisfaction of higher education students taking on-campus and online course formats. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/597386/rec/6708

Chicago Manual of Style (16th Edition):

Dayne, Nancy. “The examination of academic self-regulation, academic help-seeking, academic self-efficacy, and student satisfaction of higher education students taking on-campus and online course formats.” 2015. Doctoral Dissertation, University of Southern California. Accessed October 26, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/597386/rec/6708.

MLA Handbook (7th Edition):

Dayne, Nancy. “The examination of academic self-regulation, academic help-seeking, academic self-efficacy, and student satisfaction of higher education students taking on-campus and online course formats.” 2015. Web. 26 Oct 2020.

Vancouver:

Dayne N. The examination of academic self-regulation, academic help-seeking, academic self-efficacy, and student satisfaction of higher education students taking on-campus and online course formats. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Oct 26]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/597386/rec/6708.

Council of Science Editors:

Dayne N. The examination of academic self-regulation, academic help-seeking, academic self-efficacy, and student satisfaction of higher education students taking on-campus and online course formats. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/597386/rec/6708


Brigham Young University

6. Burr, Brianne Louisa. Do Extracurricular Activities Help Adolescents Develop Academic Self-Efficacy? Evidence for How and Why.

Degree: MS, 2012, Brigham Young University

 Previous research has linked extracurricular activities to academic performance for adolescents, but it remains unclear through what mechanisms they are linked. I posit that extracurricular… (more)

Subjects/Keywords: self-efficacy; academic self-efficacy; extracurricular activities; adolescent; school; Sociology

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APA (6th Edition):

Burr, B. L. (2012). Do Extracurricular Activities Help Adolescents Develop Academic Self-Efficacy? Evidence for How and Why. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4267&context=etd

Chicago Manual of Style (16th Edition):

Burr, Brianne Louisa. “Do Extracurricular Activities Help Adolescents Develop Academic Self-Efficacy? Evidence for How and Why.” 2012. Masters Thesis, Brigham Young University. Accessed October 26, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4267&context=etd.

MLA Handbook (7th Edition):

Burr, Brianne Louisa. “Do Extracurricular Activities Help Adolescents Develop Academic Self-Efficacy? Evidence for How and Why.” 2012. Web. 26 Oct 2020.

Vancouver:

Burr BL. Do Extracurricular Activities Help Adolescents Develop Academic Self-Efficacy? Evidence for How and Why. [Internet] [Masters thesis]. Brigham Young University; 2012. [cited 2020 Oct 26]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4267&context=etd.

Council of Science Editors:

Burr BL. Do Extracurricular Activities Help Adolescents Develop Academic Self-Efficacy? Evidence for How and Why. [Masters Thesis]. Brigham Young University; 2012. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=4267&context=etd


University of South Florida

7. Stewart, Keri. The Mediating Role of Classroom Social Environment between Teacher Self-efficacy and Student Adjustment.

Degree: 2013, University of South Florida

 The purpose of this study is to investigate whether students' perceptions of the classroom social environment mediate the relations between teacher self-efficacy and student adjustment.… (more)

Subjects/Keywords: academic self-efficacy; social self-efficacy; student engagement; teacher support; Education

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APA (6th Edition):

Stewart, K. (2013). The Mediating Role of Classroom Social Environment between Teacher Self-efficacy and Student Adjustment. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5316

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):

Stewart, Keri. “The Mediating Role of Classroom Social Environment between Teacher Self-efficacy and Student Adjustment.” 2013. Thesis, University of South Florida. Accessed October 26, 2020. https://scholarcommons.usf.edu/etd/5316.

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

MLA Handbook (7th Edition):

Stewart, Keri. “The Mediating Role of Classroom Social Environment between Teacher Self-efficacy and Student Adjustment.” 2013. Web. 26 Oct 2020.

Vancouver:

Stewart K. The Mediating Role of Classroom Social Environment between Teacher Self-efficacy and Student Adjustment. [Internet] [Thesis]. University of South Florida; 2013. [cited 2020 Oct 26]. Available from: https://scholarcommons.usf.edu/etd/5316.

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

Council of Science Editors:

Stewart K. The Mediating Role of Classroom Social Environment between Teacher Self-efficacy and Student Adjustment. [Thesis]. University of South Florida; 2013. Available from: https://scholarcommons.usf.edu/etd/5316

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


Cornell University

8. Schechtman, Suzanne. The Impact Of Students' Perceptions Of School Building Quality And Self-Concept On Academic Outcomes.

Degree: M.S., Human-Environment Relations, Human-Environment Relations, 2011, Cornell University

 There have been numerous studies focusing on the impact of school environments on student outcomes, particularly academic achievement. Yet while much of the research literature… (more)

Subjects/Keywords: School building quality; Self-efficacy; Academic achievement

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APA (6th Edition):

Schechtman, S. (2011). The Impact Of Students' Perceptions Of School Building Quality And Self-Concept On Academic Outcomes. (Masters Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/29488

Chicago Manual of Style (16th Edition):

Schechtman, Suzanne. “The Impact Of Students' Perceptions Of School Building Quality And Self-Concept On Academic Outcomes.” 2011. Masters Thesis, Cornell University. Accessed October 26, 2020. http://hdl.handle.net/1813/29488.

MLA Handbook (7th Edition):

Schechtman, Suzanne. “The Impact Of Students' Perceptions Of School Building Quality And Self-Concept On Academic Outcomes.” 2011. Web. 26 Oct 2020.

Vancouver:

Schechtman S. The Impact Of Students' Perceptions Of School Building Quality And Self-Concept On Academic Outcomes. [Internet] [Masters thesis]. Cornell University; 2011. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/1813/29488.

Council of Science Editors:

Schechtman S. The Impact Of Students' Perceptions Of School Building Quality And Self-Concept On Academic Outcomes. [Masters Thesis]. Cornell University; 2011. Available from: http://hdl.handle.net/1813/29488


University of Wisconsin – La Cross

9. Voit, Amber. Reading self-efficacy in elementary-age students.

Degree: 2010, University of Wisconsin – La Cross

 Reading self-efficacy can have a significant impact on school achievement. Through self-efficacy awareness, school psychologists and other school professionals will be able to identify certain… (more)

Subjects/Keywords: Academic achievement; Self-efficacy; Reading (Elementary)

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APA (6th Edition):

Voit, A. (2010). Reading self-efficacy in elementary-age students. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/53264

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):

Voit, Amber. “Reading self-efficacy in elementary-age students.” 2010. Thesis, University of Wisconsin – La Cross. Accessed October 26, 2020. http://digital.library.wisc.edu/1793/53264.

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

MLA Handbook (7th Edition):

Voit, Amber. “Reading self-efficacy in elementary-age students.” 2010. Web. 26 Oct 2020.

Vancouver:

Voit A. Reading self-efficacy in elementary-age students. [Internet] [Thesis]. University of Wisconsin – La Cross; 2010. [cited 2020 Oct 26]. Available from: http://digital.library.wisc.edu/1793/53264.

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

Council of Science Editors:

Voit A. Reading self-efficacy in elementary-age students. [Thesis]. University of Wisconsin – La Cross; 2010. Available from: http://digital.library.wisc.edu/1793/53264

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


University of Wisconsin – La Cross

10. Svacina, Leslie. From internship to classroom - a study of academic self-efficacy.

Degree: 2011, University of Wisconsin – La Cross

 This study connects academics and internships by examining the relationship of students who complete internships and their academic self-efficacy. This concept is based on the… (more)

Subjects/Keywords: Academic achievement; Self-efficacy; Internship programs

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APA (6th Edition):

Svacina, L. (2011). From internship to classroom - a study of academic self-efficacy. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/53469

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):

Svacina, Leslie. “From internship to classroom - a study of academic self-efficacy.” 2011. Thesis, University of Wisconsin – La Cross. Accessed October 26, 2020. http://digital.library.wisc.edu/1793/53469.

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

MLA Handbook (7th Edition):

Svacina, Leslie. “From internship to classroom - a study of academic self-efficacy.” 2011. Web. 26 Oct 2020.

Vancouver:

Svacina L. From internship to classroom - a study of academic self-efficacy. [Internet] [Thesis]. University of Wisconsin – La Cross; 2011. [cited 2020 Oct 26]. Available from: http://digital.library.wisc.edu/1793/53469.

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

Council of Science Editors:

Svacina L. From internship to classroom - a study of academic self-efficacy. [Thesis]. University of Wisconsin – La Cross; 2011. Available from: http://digital.library.wisc.edu/1793/53469

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


Rutgers University

11. White, Gwyne Withorn. Mental health and academic achievement: the effect of self-efficacy.

Degree: PhD, Psychology, 2016, Rutgers University

Academic success can be considered a core metric by which to measure the relative success of a youth's childhood as the skills conveyed and measured… (more)

Subjects/Keywords: Academic achievement; Self-efficacy; Students – Mental health

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APA (6th Edition):

White, G. W. (2016). Mental health and academic achievement: the effect of self-efficacy. (Doctoral Dissertation). Rutgers University. Retrieved from https://rucore.libraries.rutgers.edu/rutgers-lib/51499/

Chicago Manual of Style (16th Edition):

White, Gwyne Withorn. “Mental health and academic achievement: the effect of self-efficacy.” 2016. Doctoral Dissertation, Rutgers University. Accessed October 26, 2020. https://rucore.libraries.rutgers.edu/rutgers-lib/51499/.

MLA Handbook (7th Edition):

White, Gwyne Withorn. “Mental health and academic achievement: the effect of self-efficacy.” 2016. Web. 26 Oct 2020.

Vancouver:

White GW. Mental health and academic achievement: the effect of self-efficacy. [Internet] [Doctoral dissertation]. Rutgers University; 2016. [cited 2020 Oct 26]. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/51499/.

Council of Science Editors:

White GW. Mental health and academic achievement: the effect of self-efficacy. [Doctoral Dissertation]. Rutgers University; 2016. Available from: https://rucore.libraries.rutgers.edu/rutgers-lib/51499/


NSYSU

12. Wang, Hsiang-Chun. The Development of Academic Self-efficacy Questionnaire.

Degree: Master, Education, 2012, NSYSU

 The purpose of this study was to develop a questionnaire to measure academic self-efficacy for undergraduates. The theoretical framework of the questionnaire was based on… (more)

Subjects/Keywords: self-efficacy; academic self-efficacy; academic achievement; rating scale model; graded response model

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APA (6th Edition):

Wang, H. (2012). The Development of Academic Self-efficacy Questionnaire. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0802112-022121

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):

Wang, Hsiang-Chun. “The Development of Academic Self-efficacy Questionnaire.” 2012. Thesis, NSYSU. Accessed October 26, 2020. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0802112-022121.

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

MLA Handbook (7th Edition):

Wang, Hsiang-Chun. “The Development of Academic Self-efficacy Questionnaire.” 2012. Web. 26 Oct 2020.

Vancouver:

Wang H. The Development of Academic Self-efficacy Questionnaire. [Internet] [Thesis]. NSYSU; 2012. [cited 2020 Oct 26]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0802112-022121.

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

Council of Science Editors:

Wang H. The Development of Academic Self-efficacy Questionnaire. [Thesis]. NSYSU; 2012. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0802112-022121

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


Louisiana State University

13. MacNab, Bailey Ann. Student-Athlete Academic and Athletic Identity and Self-Efficacy.

Degree: MEd, Education, 2015, Louisiana State University

 The present study was designed to gain insight into student-athlete identity and self-efficacy. The study will discuss findings from a confirmatory analysis of the internal… (more)

Subjects/Keywords: student-athlete; academic identity; athletic identity; academic self-efficacy; athletic self-efficacy

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APA (6th Edition):

MacNab, B. A. (2015). Student-Athlete Academic and Athletic Identity and Self-Efficacy. (Masters Thesis). Louisiana State University. Retrieved from etd-04082015-095530 ; https://digitalcommons.lsu.edu/gradschool_theses/3476

Chicago Manual of Style (16th Edition):

MacNab, Bailey Ann. “Student-Athlete Academic and Athletic Identity and Self-Efficacy.” 2015. Masters Thesis, Louisiana State University. Accessed October 26, 2020. etd-04082015-095530 ; https://digitalcommons.lsu.edu/gradschool_theses/3476.

MLA Handbook (7th Edition):

MacNab, Bailey Ann. “Student-Athlete Academic and Athletic Identity and Self-Efficacy.” 2015. Web. 26 Oct 2020.

Vancouver:

MacNab BA. Student-Athlete Academic and Athletic Identity and Self-Efficacy. [Internet] [Masters thesis]. Louisiana State University; 2015. [cited 2020 Oct 26]. Available from: etd-04082015-095530 ; https://digitalcommons.lsu.edu/gradschool_theses/3476.

Council of Science Editors:

MacNab BA. Student-Athlete Academic and Athletic Identity and Self-Efficacy. [Masters Thesis]. Louisiana State University; 2015. Available from: etd-04082015-095530 ; https://digitalcommons.lsu.edu/gradschool_theses/3476


University of California – Berkeley

14. Holland, Davin. Self-Efficacy and Conceptions of Ability of Intelligence, Creativity, and Sport.

Degree: Education, 2018, University of California – Berkeley

 Dweck (1986) hypothesized that some students believe intelligence is a stable quantity that cannot be altered (i.e., fixed) whereas other students view intelligence as a… (more)

Subjects/Keywords: Psychology; academic achievement; academic self-efficacy; conceptions of ability; creative self-efficacy; social-cognitive model of motivation; sport self-efficacy

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APA (6th Edition):

Holland, D. (2018). Self-Efficacy and Conceptions of Ability of Intelligence, Creativity, and Sport. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/78x3s4q4

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):

Holland, Davin. “Self-Efficacy and Conceptions of Ability of Intelligence, Creativity, and Sport.” 2018. Thesis, University of California – Berkeley. Accessed October 26, 2020. http://www.escholarship.org/uc/item/78x3s4q4.

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

MLA Handbook (7th Edition):

Holland, Davin. “Self-Efficacy and Conceptions of Ability of Intelligence, Creativity, and Sport.” 2018. Web. 26 Oct 2020.

Vancouver:

Holland D. Self-Efficacy and Conceptions of Ability of Intelligence, Creativity, and Sport. [Internet] [Thesis]. University of California – Berkeley; 2018. [cited 2020 Oct 26]. Available from: http://www.escholarship.org/uc/item/78x3s4q4.

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

Council of Science Editors:

Holland D. Self-Efficacy and Conceptions of Ability of Intelligence, Creativity, and Sport. [Thesis]. University of California – Berkeley; 2018. Available from: http://www.escholarship.org/uc/item/78x3s4q4

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


George Mason University

15. Gnoleba, Michelle A. Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students .

Degree: 2015, George Mason University

 The present study focused on undergraduate college students (N = 214) with the aim to (a) investigate relationships among faculty-student interactions, academic self-efficacy, self-regulation and… (more)

Subjects/Keywords: faculty-student interaction; academic self-efficacy; self-regulation; self-efficacy; underrepresented minority students; undergraduate students

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

APA (6th Edition):

Gnoleba, M. A. (2015). Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/10253

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):

Gnoleba, Michelle A. “Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students .” 2015. Thesis, George Mason University. Accessed October 26, 2020. http://hdl.handle.net/1920/10253.

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

MLA Handbook (7th Edition):

Gnoleba, Michelle A. “Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students .” 2015. Web. 26 Oct 2020.

Vancouver:

Gnoleba MA. Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students . [Internet] [Thesis]. George Mason University; 2015. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/1920/10253.

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

Council of Science Editors:

Gnoleba MA. Examining Relationships among Faculty-Student Interactions, Academic Self-Efficacy, Self-Regulation, and Academic Achievement of Undergraduate Students . [Thesis]. George Mason University; 2015. Available from: http://hdl.handle.net/1920/10253

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


University of North Texas

16. Placido, Robert B. Self-determination of Military Students in Postsecondary Education.

Degree: 2014, University of North Texas

 The purpose of this quantitative study was to examine undergraduate military veteran students’ self-determination and academic effort in relation to their nonveteran college peers. A… (more)

Subjects/Keywords: veterans; self-determination; academic effort; self-efficacy; Veterans  – Education (Higher)  – Texas.; Autonomy (Psychology); Self-efficacy.

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APA (6th Edition):

Placido, R. B. (2014). Self-determination of Military Students in Postsecondary Education. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc699858/

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):

Placido, Robert B. “Self-determination of Military Students in Postsecondary Education.” 2014. Thesis, University of North Texas. Accessed October 26, 2020. https://digital.library.unt.edu/ark:/67531/metadc699858/.

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

MLA Handbook (7th Edition):

Placido, Robert B. “Self-determination of Military Students in Postsecondary Education.” 2014. Web. 26 Oct 2020.

Vancouver:

Placido RB. Self-determination of Military Students in Postsecondary Education. [Internet] [Thesis]. University of North Texas; 2014. [cited 2020 Oct 26]. Available from: https://digital.library.unt.edu/ark:/67531/metadc699858/.

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

Council of Science Editors:

Placido RB. Self-determination of Military Students in Postsecondary Education. [Thesis]. University of North Texas; 2014. Available from: https://digital.library.unt.edu/ark:/67531/metadc699858/

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


Temple University

17. Llewellyn, Joan Maxine. TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA.

Degree: 2017, Temple University

Educational Leadership

Ed.D.

The purpose of this study was to explore the perspectives of academic advising at a tertiary institution in Jamaica and how it… (more)

Subjects/Keywords: Education;

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APA (6th Edition):

Llewellyn, J. M. (2017). TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,481063

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):

Llewellyn, Joan Maxine. “TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA.” 2017. Thesis, Temple University. Accessed October 26, 2020. http://digital.library.temple.edu/u?/p245801coll10,481063.

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

MLA Handbook (7th Edition):

Llewellyn, Joan Maxine. “TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA.” 2017. Web. 26 Oct 2020.

Vancouver:

Llewellyn JM. TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA. [Internet] [Thesis]. Temple University; 2017. [cited 2020 Oct 26]. Available from: http://digital.library.temple.edu/u?/p245801coll10,481063.

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

Council of Science Editors:

Llewellyn JM. TEACHER EFFICACY AND INSTRUCTIONAL ATTENTIVENESS: EXPLORING PERSPECTIVES OF ACADEMIC ADVISING AT A TERTIARY INSTITUTION IN JAMAICA. [Thesis]. Temple University; 2017. Available from: http://digital.library.temple.edu/u?/p245801coll10,481063

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


University of Sydney

18. Petrie, Bianca. The role of self-concept content, certainty and stability in academic procrastination .

Degree: 2014, University of Sydney

Academic procrastination has been associated with a variety of negative outcomes. While theorists have proposed that those with an unstable self-concept engage in procrastination due… (more)

Subjects/Keywords: Academic procrastination; Self-concept; Self-concept certainty; Irrational beliefs; Self-esteem; Self-efficacy

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APA (6th Edition):

Petrie, B. (2014). The role of self-concept content, certainty and stability in academic procrastination . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/11786

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):

Petrie, Bianca. “The role of self-concept content, certainty and stability in academic procrastination .” 2014. Thesis, University of Sydney. Accessed October 26, 2020. http://hdl.handle.net/2123/11786.

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

MLA Handbook (7th Edition):

Petrie, Bianca. “The role of self-concept content, certainty and stability in academic procrastination .” 2014. Web. 26 Oct 2020.

Vancouver:

Petrie B. The role of self-concept content, certainty and stability in academic procrastination . [Internet] [Thesis]. University of Sydney; 2014. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/2123/11786.

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

Council of Science Editors:

Petrie B. The role of self-concept content, certainty and stability in academic procrastination . [Thesis]. University of Sydney; 2014. Available from: http://hdl.handle.net/2123/11786

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

19. Henriksson, Felicia. Sambandet mellan akademisk self-efficacy, self-handicapping och upplevd stress bland studenter på högskola.

Degree: Care and Social Welfare, 2015, Mälardalen University

  Stress är vanligt förekommande hos studenter. Tidigare forskning har visat att self-efficacy reducerar stress och self-handicapping. Syftet med studien var att undersöka sambandet mellan… (more)

Subjects/Keywords: stress; academic self-efficacy; self-handicapping; undergraduate students

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APA (6th Edition):

Henriksson, F. (2015). Sambandet mellan akademisk self-efficacy, self-handicapping och upplevd stress bland studenter på högskola. (Thesis). Mälardalen University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-30915

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):

Henriksson, Felicia. “Sambandet mellan akademisk self-efficacy, self-handicapping och upplevd stress bland studenter på högskola.” 2015. Thesis, Mälardalen University. Accessed October 26, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-30915.

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

MLA Handbook (7th Edition):

Henriksson, Felicia. “Sambandet mellan akademisk self-efficacy, self-handicapping och upplevd stress bland studenter på högskola.” 2015. Web. 26 Oct 2020.

Vancouver:

Henriksson F. Sambandet mellan akademisk self-efficacy, self-handicapping och upplevd stress bland studenter på högskola. [Internet] [Thesis]. Mälardalen University; 2015. [cited 2020 Oct 26]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-30915.

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

Council of Science Editors:

Henriksson F. Sambandet mellan akademisk self-efficacy, self-handicapping och upplevd stress bland studenter på högskola. [Thesis]. Mälardalen University; 2015. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-30915

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


Penn State University

20. Strunk, Theresa Anne. An Exploration of the Relationships Between Academic Enablers and Middle School Achievement.

Degree: 2014, Penn State University

 The purpose of the present study was to explore the relationships between middle school students’ academic enablers and their later academic achievement. Based on previous… (more)

Subjects/Keywords: academic enablers; self-efficacy; academic achievement; middle school

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APA (6th Edition):

Strunk, T. A. (2014). An Exploration of the Relationships Between Academic Enablers and Middle School Achievement. (Thesis). Penn State University. Retrieved from https://submit-etda.libraries.psu.edu/catalog/23618

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):

Strunk, Theresa Anne. “An Exploration of the Relationships Between Academic Enablers and Middle School Achievement.” 2014. Thesis, Penn State University. Accessed October 26, 2020. https://submit-etda.libraries.psu.edu/catalog/23618.

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

MLA Handbook (7th Edition):

Strunk, Theresa Anne. “An Exploration of the Relationships Between Academic Enablers and Middle School Achievement.” 2014. Web. 26 Oct 2020.

Vancouver:

Strunk TA. An Exploration of the Relationships Between Academic Enablers and Middle School Achievement. [Internet] [Thesis]. Penn State University; 2014. [cited 2020 Oct 26]. Available from: https://submit-etda.libraries.psu.edu/catalog/23618.

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

Council of Science Editors:

Strunk TA. An Exploration of the Relationships Between Academic Enablers and Middle School Achievement. [Thesis]. Penn State University; 2014. Available from: https://submit-etda.libraries.psu.edu/catalog/23618

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


University of Illinois – Chicago

21. 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 October 26, 2020. 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. 26 Oct 2020.

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 2020 Oct 26]. 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


Univerzitet u Beogradu

22. Pljakić, Goran D., 1987-, 23684967. Кооперативна настава и академска саморегулаторна ефикасност ученика као предикатори школског успеха.

Degree: Filozofski fakultet, 2020, Univerzitet u Beogradu

Педагогија - Oпшта педагогија / Pedagogy - General pedagogy

У теоријском оквиру дисертације разматрано је питање одређења школског успеха и његових кључних чинилаца. Анализирана су… (more)

Subjects/Keywords: cooperative teaching; academic self-regulatory efficacy; academic performance

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APA (6th Edition):

Pljakić, Goran D., 1987-, 2. (2020). Кооперативна настава и академска саморегулаторна ефикасност ученика као предикатори школског успеха. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:21592/bdef:Content/get

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):

Pljakić, Goran D., 1987-, 23684967. “Кооперативна настава и академска саморегулаторна ефикасност ученика као предикатори школског успеха.” 2020. Thesis, Univerzitet u Beogradu. Accessed October 26, 2020. https://fedorabg.bg.ac.rs/fedora/get/o:21592/bdef:Content/get.

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

MLA Handbook (7th Edition):

Pljakić, Goran D., 1987-, 23684967. “Кооперативна настава и академска саморегулаторна ефикасност ученика као предикатори школског успеха.” 2020. Web. 26 Oct 2020.

Vancouver:

Pljakić, Goran D., 1987- 2. Кооперативна настава и академска саморегулаторна ефикасност ученика као предикатори школског успеха. [Internet] [Thesis]. Univerzitet u Beogradu; 2020. [cited 2020 Oct 26]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:21592/bdef:Content/get.

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

Council of Science Editors:

Pljakić, Goran D., 1987- 2. Кооперативна настава и академска саморегулаторна ефикасност ученика као предикатори школског успеха. [Thesis]. Univerzitet u Beogradu; 2020. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:21592/bdef:Content/get

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


Southern Illinois University

23. Nadler, Dustin Ryan. The influence of social class on academic outcomes: A structural equation model examining the relationships between student dependency style, student-academic environment fit, and satisfaction on academic outcomes.

Degree: PhD, Psychology, 2013, Southern Illinois University

  The purpose of this study was to investigate the relationship between college students' social class and their academic outcomes. A structural equation model was… (more)

Subjects/Keywords: Academic Outcomes; Academic Self-Efficacy; Person-Organization Fit; Socioeconomic Status

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APA (6th Edition):

Nadler, D. R. (2013). The influence of social class on academic outcomes: A structural equation model examining the relationships between student dependency style, student-academic environment fit, and satisfaction on academic outcomes. (Doctoral Dissertation). Southern Illinois University. Retrieved from https://opensiuc.lib.siu.edu/dissertations/692

Chicago Manual of Style (16th Edition):

Nadler, Dustin Ryan. “The influence of social class on academic outcomes: A structural equation model examining the relationships between student dependency style, student-academic environment fit, and satisfaction on academic outcomes.” 2013. Doctoral Dissertation, Southern Illinois University. Accessed October 26, 2020. https://opensiuc.lib.siu.edu/dissertations/692.

MLA Handbook (7th Edition):

Nadler, Dustin Ryan. “The influence of social class on academic outcomes: A structural equation model examining the relationships between student dependency style, student-academic environment fit, and satisfaction on academic outcomes.” 2013. Web. 26 Oct 2020.

Vancouver:

Nadler DR. The influence of social class on academic outcomes: A structural equation model examining the relationships between student dependency style, student-academic environment fit, and satisfaction on academic outcomes. [Internet] [Doctoral dissertation]. Southern Illinois University; 2013. [cited 2020 Oct 26]. Available from: https://opensiuc.lib.siu.edu/dissertations/692.

Council of Science Editors:

Nadler DR. The influence of social class on academic outcomes: A structural equation model examining the relationships between student dependency style, student-academic environment fit, and satisfaction on academic outcomes. [Doctoral Dissertation]. Southern Illinois University; 2013. Available from: https://opensiuc.lib.siu.edu/dissertations/692


Liberty University

24. Richards, Alissa. Kentuckian Middle School Students' Self-Efficacy and Their Participation in Physical Sports: A Correlation Study.

Degree: 2018, Liberty University

Self-efficacy is well known as one of the most effective methods to raise student academic achievement (Hattie, 2007). Known as the “I think I can”… (more)

Subjects/Keywords: Academic Self-Efficacy; Emotional Self-Efficacy; Middle School; Physical Sports; Self-Efficacy; Social Self-Efficacy; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Other Education

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

APA (6th Edition):

Richards, A. (2018). Kentuckian Middle School Students' Self-Efficacy and Their Participation in Physical Sports: A Correlation Study. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1706

Chicago Manual of Style (16th Edition):

Richards, Alissa. “Kentuckian Middle School Students' Self-Efficacy and Their Participation in Physical Sports: A Correlation Study.” 2018. Doctoral Dissertation, Liberty University. Accessed October 26, 2020. http://digitalcommons.liberty.edu/doctoral/1706.

MLA Handbook (7th Edition):

Richards, Alissa. “Kentuckian Middle School Students' Self-Efficacy and Their Participation in Physical Sports: A Correlation Study.” 2018. Web. 26 Oct 2020.

Vancouver:

Richards A. Kentuckian Middle School Students' Self-Efficacy and Their Participation in Physical Sports: A Correlation Study. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2020 Oct 26]. Available from: http://digitalcommons.liberty.edu/doctoral/1706.

Council of Science Editors:

Richards A. Kentuckian Middle School Students' Self-Efficacy and Their Participation in Physical Sports: A Correlation Study. [Doctoral Dissertation]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/doctoral/1706


University of Pretoria

25. Thomas, Tsholofelo Angela. The relationships between ethnic identity, collective self-esteem and academic self-efficacy among students at a higher learning institution .

Degree: 2011, University of Pretoria

 Previous research has shown relationships between ethnic identity and other aspects of the self-concept such as efficacy and self-esteem, particularly among minority groups. This study… (more)

Subjects/Keywords: Academic self-efficacy; Collective self-esteem; Ethnic identity; Self-concept; Discrimination; Prejudice; UCTD

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

APA (6th Edition):

Thomas, T. A. (2011). The relationships between ethnic identity, collective self-esteem and academic self-efficacy among students at a higher learning institution . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-06092011-145231/

Chicago Manual of Style (16th Edition):

Thomas, Tsholofelo Angela. “The relationships between ethnic identity, collective self-esteem and academic self-efficacy among students at a higher learning institution .” 2011. Masters Thesis, University of Pretoria. Accessed October 26, 2020. http://upetd.up.ac.za/thesis/available/etd-06092011-145231/.

MLA Handbook (7th Edition):

Thomas, Tsholofelo Angela. “The relationships between ethnic identity, collective self-esteem and academic self-efficacy among students at a higher learning institution .” 2011. Web. 26 Oct 2020.

Vancouver:

Thomas TA. The relationships between ethnic identity, collective self-esteem and academic self-efficacy among students at a higher learning institution . [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2020 Oct 26]. Available from: http://upetd.up.ac.za/thesis/available/etd-06092011-145231/.

Council of Science Editors:

Thomas TA. The relationships between ethnic identity, collective self-esteem and academic self-efficacy among students at a higher learning institution . [Masters Thesis]. University of Pretoria; 2011. Available from: http://upetd.up.ac.za/thesis/available/etd-06092011-145231/


University of Pretoria

26. Thomas, Tsholofelo Angela. The relationships between ethnic identity, collective self-esteem and academic self-efficacy among students at a higher learning institution.

Degree: Psychology, 2011, University of Pretoria

 Previous research has shown relationships between ethnic identity and other aspects of the self-concept such as efficacy and self-esteem, particularly among minority groups. This study… (more)

Subjects/Keywords: Academic self-efficacy; Collective self-esteem; Ethnic identity; Self-concept; Discrimination; Prejudice; UCTD

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

APA (6th Edition):

Thomas, T. A. (2011). The relationships between ethnic identity, collective self-esteem and academic self-efficacy among students at a higher learning institution. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25383

Chicago Manual of Style (16th Edition):

Thomas, Tsholofelo Angela. “The relationships between ethnic identity, collective self-esteem and academic self-efficacy among students at a higher learning institution.” 2011. Masters Thesis, University of Pretoria. Accessed October 26, 2020. http://hdl.handle.net/2263/25383.

MLA Handbook (7th Edition):

Thomas, Tsholofelo Angela. “The relationships between ethnic identity, collective self-esteem and academic self-efficacy among students at a higher learning institution.” 2011. Web. 26 Oct 2020.

Vancouver:

Thomas TA. The relationships between ethnic identity, collective self-esteem and academic self-efficacy among students at a higher learning institution. [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/2263/25383.

Council of Science Editors:

Thomas TA. The relationships between ethnic identity, collective self-esteem and academic self-efficacy among students at a higher learning institution. [Masters Thesis]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/25383

27. Telbis, Nicola Miky. International Students' Confidence And Academic Success.

Degree: PhD, Teaching & Learning, 2013, University of North Dakota

  Research shows that the international student population is showing significant growth. Studies also show that foreign students are encountering difficulties such as social adaptability,… (more)

Subjects/Keywords: Academic Achievement; Academic Confidence; Academic Success; International Students; Language Ability; Self-Efficacy

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

APA (6th Edition):

Telbis, N. M. (2013). International Students' Confidence And Academic Success. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1484

Chicago Manual of Style (16th Edition):

Telbis, Nicola Miky. “International Students' Confidence And Academic Success.” 2013. Doctoral Dissertation, University of North Dakota. Accessed October 26, 2020. https://commons.und.edu/theses/1484.

MLA Handbook (7th Edition):

Telbis, Nicola Miky. “International Students' Confidence And Academic Success.” 2013. Web. 26 Oct 2020.

Vancouver:

Telbis NM. International Students' Confidence And Academic Success. [Internet] [Doctoral dissertation]. University of North Dakota; 2013. [cited 2020 Oct 26]. Available from: https://commons.und.edu/theses/1484.

Council of Science Editors:

Telbis NM. International Students' Confidence And Academic Success. [Doctoral Dissertation]. University of North Dakota; 2013. Available from: https://commons.und.edu/theses/1484


University of Hong Kong

28. Yung, Mie-shiu. The effect of group identification on the relationship between students' relative academic performance in class and their academicself-efficacy.

Degree: 2010, University of Hong Kong

Subjects/Keywords: Academic achievement.; Self-efficacy.

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

APA (6th Edition):

Yung, M. (2010). The effect of group identification on the relationship between students' relative academic performance in class and their academicself-efficacy. (Thesis). University of Hong Kong. Retrieved from http://hdl.handle.net/10722/133162

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):

Yung, Mie-shiu. “The effect of group identification on the relationship between students' relative academic performance in class and their academicself-efficacy.” 2010. Thesis, University of Hong Kong. Accessed October 26, 2020. http://hdl.handle.net/10722/133162.

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

MLA Handbook (7th Edition):

Yung, Mie-shiu. “The effect of group identification on the relationship between students' relative academic performance in class and their academicself-efficacy.” 2010. Web. 26 Oct 2020.

Vancouver:

Yung M. The effect of group identification on the relationship between students' relative academic performance in class and their academicself-efficacy. [Internet] [Thesis]. University of Hong Kong; 2010. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/10722/133162.

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

Council of Science Editors:

Yung M. The effect of group identification on the relationship between students' relative academic performance in class and their academicself-efficacy. [Thesis]. University of Hong Kong; 2010. Available from: http://hdl.handle.net/10722/133162

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


University of Louisville

29. Cash, Kathleen M. Teacher self-perceptions and student academic engagement in elementary school mathematics.

Degree: PhD, Department of Early Childhood and Elementary Education, 2016, University of Louisville

  This study examined the relationship between elementary students’ academic engagement in mathematics and their teachers’ self-perceptions in mathematics. Early success in mathematics is seen… (more)

Subjects/Keywords: Mathematics education; academic engagement; teacher self-efficacy; Curriculum and Instruction

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

APA (6th Edition):

Cash, K. M. (2016). Teacher self-perceptions and student academic engagement in elementary school mathematics. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/2550 ; https://ir.library.louisville.edu/etd/2550

Chicago Manual of Style (16th Edition):

Cash, Kathleen M. “Teacher self-perceptions and student academic engagement in elementary school mathematics.” 2016. Doctoral Dissertation, University of Louisville. Accessed October 26, 2020. 10.18297/etd/2550 ; https://ir.library.louisville.edu/etd/2550.

MLA Handbook (7th Edition):

Cash, Kathleen M. “Teacher self-perceptions and student academic engagement in elementary school mathematics.” 2016. Web. 26 Oct 2020.

Vancouver:

Cash KM. Teacher self-perceptions and student academic engagement in elementary school mathematics. [Internet] [Doctoral dissertation]. University of Louisville; 2016. [cited 2020 Oct 26]. Available from: 10.18297/etd/2550 ; https://ir.library.louisville.edu/etd/2550.

Council of Science Editors:

Cash KM. Teacher self-perceptions and student academic engagement in elementary school mathematics. [Doctoral Dissertation]. University of Louisville; 2016. Available from: 10.18297/etd/2550 ; https://ir.library.louisville.edu/etd/2550


University of Bristol

30. Roney, Pouneh. Not giving up : academic perseverance in adolescents.

Degree: PhD, 2019, University of Bristol

 The role of academic perseverance for predicting academic achievement and other life outcomes is widely agreed upon. Yet, there is little agreement amongst researchers on… (more)

Subjects/Keywords: 370; Self-efficacy; academic perseverance; intervention study; mathematics; adolescents

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

APA (6th Edition):

Roney, P. (2019). Not giving up : academic perseverance in adolescents. (Doctoral Dissertation). University of Bristol. Retrieved from http://hdl.handle.net/1983/dbeba8df-d61f-4318-af02-8b4540e7ba36

Chicago Manual of Style (16th Edition):

Roney, Pouneh. “Not giving up : academic perseverance in adolescents.” 2019. Doctoral Dissertation, University of Bristol. Accessed October 26, 2020. http://hdl.handle.net/1983/dbeba8df-d61f-4318-af02-8b4540e7ba36.

MLA Handbook (7th Edition):

Roney, Pouneh. “Not giving up : academic perseverance in adolescents.” 2019. Web. 26 Oct 2020.

Vancouver:

Roney P. Not giving up : academic perseverance in adolescents. [Internet] [Doctoral dissertation]. University of Bristol; 2019. [cited 2020 Oct 26]. Available from: http://hdl.handle.net/1983/dbeba8df-d61f-4318-af02-8b4540e7ba36.

Council of Science Editors:

Roney P. Not giving up : academic perseverance in adolescents. [Doctoral Dissertation]. University of Bristol; 2019. Available from: http://hdl.handle.net/1983/dbeba8df-d61f-4318-af02-8b4540e7ba36

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