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Dept: Educational Psychology

You searched for subject:(Self efficacy). Showing records 1 – 30 of 42 total matches.

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University of Wisconsin – Milwaukee

1. Kroner, Charisse Ann. The Relationship Between Teacher Accountability Measures and Self-Efficacy.

Degree: PhD, Educational Psychology, 2017, University of Wisconsin – Milwaukee

  This study was designed to critically analyze teacher accountability and evaluation systems that are being utilized nation-wide, to discover how the systems impact teacher… (more)

Subjects/Keywords: Accountability; Evaluation; Self-Efficacy; Teacher; Educational Psychology

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APA (6th Edition):

Kroner, C. A. (2017). The Relationship Between Teacher Accountability Measures and Self-Efficacy. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1652

Chicago Manual of Style (16th Edition):

Kroner, Charisse Ann. “The Relationship Between Teacher Accountability Measures and Self-Efficacy.” 2017. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed July 03, 2020. https://dc.uwm.edu/etd/1652.

MLA Handbook (7th Edition):

Kroner, Charisse Ann. “The Relationship Between Teacher Accountability Measures and Self-Efficacy.” 2017. Web. 03 Jul 2020.

Vancouver:

Kroner CA. The Relationship Between Teacher Accountability Measures and Self-Efficacy. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2017. [cited 2020 Jul 03]. Available from: https://dc.uwm.edu/etd/1652.

Council of Science Editors:

Kroner CA. The Relationship Between Teacher Accountability Measures and Self-Efficacy. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2017. Available from: https://dc.uwm.edu/etd/1652


Penn State University

2. Hu, Huiqing. ASSESSING COGNITIVE AND SELF-REGULATED WRITING STRATEGIES FOR BIOLOGY LAB REPORTS.

Degree: MS, Educational Psychology, 2016, Penn State University

 This study developed and validated a self-report instrument to measure students’ use of cognitive and self-regulation writing strategies for biology lab reports. Initial psychometric properties… (more)

Subjects/Keywords: Writing Strategies; Self-Regulation; Self-Efficacy; Writing Perforamnce; Biology Lab Report

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APA (6th Edition):

Hu, H. (2016). ASSESSING COGNITIVE AND SELF-REGULATED WRITING STRATEGIES FOR BIOLOGY LAB REPORTS. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13029huh162

Chicago Manual of Style (16th Edition):

Hu, Huiqing. “ASSESSING COGNITIVE AND SELF-REGULATED WRITING STRATEGIES FOR BIOLOGY LAB REPORTS.” 2016. Masters Thesis, Penn State University. Accessed July 03, 2020. https://etda.libraries.psu.edu/catalog/13029huh162.

MLA Handbook (7th Edition):

Hu, Huiqing. “ASSESSING COGNITIVE AND SELF-REGULATED WRITING STRATEGIES FOR BIOLOGY LAB REPORTS.” 2016. Web. 03 Jul 2020.

Vancouver:

Hu H. ASSESSING COGNITIVE AND SELF-REGULATED WRITING STRATEGIES FOR BIOLOGY LAB REPORTS. [Internet] [Masters thesis]. Penn State University; 2016. [cited 2020 Jul 03]. Available from: https://etda.libraries.psu.edu/catalog/13029huh162.

Council of Science Editors:

Hu H. ASSESSING COGNITIVE AND SELF-REGULATED WRITING STRATEGIES FOR BIOLOGY LAB REPORTS. [Masters Thesis]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/13029huh162


Oklahoma State University

3. Leggett, Caleb A. Examining the moderating effects of decision-making self-efficacy among self-determination and college and career readiness self-efficacy.

Degree: Educational Psychology, 2019, Oklahoma State University

 This study found that self-determination significantly and positively predicted college and career readiness self-efficacy, and this relationship was significantly and negatively moderated by college and… (more)

Subjects/Keywords: career readiness; choice; college readiness; decision-making; self-determination; self-efficacy

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APA (6th Edition):

Leggett, C. A. (2019). Examining the moderating effects of decision-making self-efficacy among self-determination and college and career readiness self-efficacy. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/324891

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):

Leggett, Caleb A. “Examining the moderating effects of decision-making self-efficacy among self-determination and college and career readiness self-efficacy.” 2019. Thesis, Oklahoma State University. Accessed July 03, 2020. http://hdl.handle.net/11244/324891.

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

MLA Handbook (7th Edition):

Leggett, Caleb A. “Examining the moderating effects of decision-making self-efficacy among self-determination and college and career readiness self-efficacy.” 2019. Web. 03 Jul 2020.

Vancouver:

Leggett CA. Examining the moderating effects of decision-making self-efficacy among self-determination and college and career readiness self-efficacy. [Internet] [Thesis]. Oklahoma State University; 2019. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/11244/324891.

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

Council of Science Editors:

Leggett CA. Examining the moderating effects of decision-making self-efficacy among self-determination and college and career readiness self-efficacy. [Thesis]. Oklahoma State University; 2019. Available from: http://hdl.handle.net/11244/324891

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


Penn State University

4. Zimmerman, Whitney Alicia. Impact of Instructional Materials Eliciting Low and High Cognitive Load on Self-efficacy and Demonstrated Knowledge.

Degree: PhD, Educational Psychology, 2015, Penn State University

 The impact of instructional materials designed to elicit two varying levels of perceived cognitive load on post-secondary introductory statistics students’ self-efficacy, perceived knowledge, and demonstrated… (more)

Subjects/Keywords: Self-efficacy; statistics education; cognitive load; worked examples

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APA (6th Edition):

Zimmerman, W. A. (2015). Impact of Instructional Materials Eliciting Low and High Cognitive Load on Self-efficacy and Demonstrated Knowledge. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/24842

Chicago Manual of Style (16th Edition):

Zimmerman, Whitney Alicia. “Impact of Instructional Materials Eliciting Low and High Cognitive Load on Self-efficacy and Demonstrated Knowledge.” 2015. Doctoral Dissertation, Penn State University. Accessed July 03, 2020. https://etda.libraries.psu.edu/catalog/24842.

MLA Handbook (7th Edition):

Zimmerman, Whitney Alicia. “Impact of Instructional Materials Eliciting Low and High Cognitive Load on Self-efficacy and Demonstrated Knowledge.” 2015. Web. 03 Jul 2020.

Vancouver:

Zimmerman WA. Impact of Instructional Materials Eliciting Low and High Cognitive Load on Self-efficacy and Demonstrated Knowledge. [Internet] [Doctoral dissertation]. Penn State University; 2015. [cited 2020 Jul 03]. Available from: https://etda.libraries.psu.edu/catalog/24842.

Council of Science Editors:

Zimmerman WA. Impact of Instructional Materials Eliciting Low and High Cognitive Load on Self-efficacy and Demonstrated Knowledge. [Doctoral Dissertation]. Penn State University; 2015. Available from: https://etda.libraries.psu.edu/catalog/24842


Wayne State University

5. Lucido, Richard James. Can goal specific self-efficacy measures predict goal choice: understanding the 2x2 achievement goal framework through self-efficacy theory.

Degree: PhD, Educational Psychology, 2012, Wayne State University

  The achievement goals that one adopts in an academic context have been shown to be associated with, as well as causally related to, important… (more)

Subjects/Keywords: achievement goals, implicit theories, motivation, self-efficacy; Educational Psychology; Psychology

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APA (6th Edition):

Lucido, R. J. (2012). Can goal specific self-efficacy measures predict goal choice: understanding the 2x2 achievement goal framework through self-efficacy theory. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/383

Chicago Manual of Style (16th Edition):

Lucido, Richard James. “Can goal specific self-efficacy measures predict goal choice: understanding the 2x2 achievement goal framework through self-efficacy theory.” 2012. Doctoral Dissertation, Wayne State University. Accessed July 03, 2020. https://digitalcommons.wayne.edu/oa_dissertations/383.

MLA Handbook (7th Edition):

Lucido, Richard James. “Can goal specific self-efficacy measures predict goal choice: understanding the 2x2 achievement goal framework through self-efficacy theory.” 2012. Web. 03 Jul 2020.

Vancouver:

Lucido RJ. Can goal specific self-efficacy measures predict goal choice: understanding the 2x2 achievement goal framework through self-efficacy theory. [Internet] [Doctoral dissertation]. Wayne State University; 2012. [cited 2020 Jul 03]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/383.

Council of Science Editors:

Lucido RJ. Can goal specific self-efficacy measures predict goal choice: understanding the 2x2 achievement goal framework through self-efficacy theory. [Doctoral Dissertation]. Wayne State University; 2012. Available from: https://digitalcommons.wayne.edu/oa_dissertations/383


University of Texas – Austin

6. Harvey, Kristin Emilia. Tracking the longitudinal effects of student-teacher trust on mathematics self-efficacy for high school students.

Degree: PhD, Educational Psychology, 2013, University of Texas – Austin

 A current national priority is improving secondary school mathematics performance. National initiatives have attempted to help improve student achievement through curricular changes and stringent testing… (more)

Subjects/Keywords: Motivation; Student-teacher relationships; Trust; Self-efficacy; Mathematics education

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APA (6th Edition):

Harvey, K. E. (2013). Tracking the longitudinal effects of student-teacher trust on mathematics self-efficacy for high school students. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/22014

Chicago Manual of Style (16th Edition):

Harvey, Kristin Emilia. “Tracking the longitudinal effects of student-teacher trust on mathematics self-efficacy for high school students.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed July 03, 2020. http://hdl.handle.net/2152/22014.

MLA Handbook (7th Edition):

Harvey, Kristin Emilia. “Tracking the longitudinal effects of student-teacher trust on mathematics self-efficacy for high school students.” 2013. Web. 03 Jul 2020.

Vancouver:

Harvey KE. Tracking the longitudinal effects of student-teacher trust on mathematics self-efficacy for high school students. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/2152/22014.

Council of Science Editors:

Harvey KE. Tracking the longitudinal effects of student-teacher trust on mathematics self-efficacy for high school students. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/22014


University of Texas – Austin

7. -2429-6865. Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development.

Degree: MA, Educational Psychology, 2015, University of Texas – Austin

 This mixed-methods study seeks to explore the relationships between teacher concerns, self-efficacy, and level of comfort with the implementation of drama-based instruction (DBI) within a… (more)

Subjects/Keywords: Teacher professional development; Teacher self-efficacy; Drama-based instruction; Arts integration

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APA (6th Edition):

-2429-6865. (2015). Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/47206

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-2429-6865. “Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development.” 2015. Masters Thesis, University of Texas – Austin. Accessed July 03, 2020. http://hdl.handle.net/2152/47206.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-2429-6865. “Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development.” 2015. Web. 03 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-2429-6865. Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development. [Internet] [Masters thesis]. University of Texas – Austin; 2015. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/2152/47206.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-2429-6865. Self-efficacy, teacher concerns, and levels of implementation among teachers participating in drama-based instruction professional development. [Masters Thesis]. University of Texas – Austin; 2015. Available from: http://hdl.handle.net/2152/47206

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Texas Tech University

8. Gilinsky, Nicole J. Physical activity and self-regulatory capabilites: Examining relationships with academic self-efficacy and academic outcomes.

Degree: Educational Psychology, 2010, Texas Tech University

 Knapp, Kelly-Reid and Ginder (2010) reported that only 57.2% of students enrolled in four-year postsecondary institutions had graduated within six years of beginning their studies… (more)

Subjects/Keywords: Self-efficacy; Positive psychology

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APA (6th Edition):

Gilinsky, N. J. (2010). Physical activity and self-regulatory capabilites: Examining relationships with academic self-efficacy and academic outcomes. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/45213

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):

Gilinsky, Nicole J. “Physical activity and self-regulatory capabilites: Examining relationships with academic self-efficacy and academic outcomes.” 2010. Thesis, Texas Tech University. Accessed July 03, 2020. http://hdl.handle.net/2346/45213.

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

MLA Handbook (7th Edition):

Gilinsky, Nicole J. “Physical activity and self-regulatory capabilites: Examining relationships with academic self-efficacy and academic outcomes.” 2010. Web. 03 Jul 2020.

Vancouver:

Gilinsky NJ. Physical activity and self-regulatory capabilites: Examining relationships with academic self-efficacy and academic outcomes. [Internet] [Thesis]. Texas Tech University; 2010. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/2346/45213.

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

Council of Science Editors:

Gilinsky NJ. Physical activity and self-regulatory capabilites: Examining relationships with academic self-efficacy and academic outcomes. [Thesis]. Texas Tech University; 2010. Available from: http://hdl.handle.net/2346/45213

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


University of Wisconsin – Milwaukee

9. Schwehr, Ethan. The Effects of Intentional Teacher Professional Development in Response to Intervention on Teachers' Knowledge and Self-Efficacy.

Degree: PhD, Educational Psychology, 2014, University of Wisconsin – Milwaukee

  This study was designed to address a crucial organizational construct for implementation of Response to Intervention (RTI), ongoing teacher professional development, by examining its… (more)

Subjects/Keywords: Response to Intervention; Teacher Knowledge; Teacher Professional Development; Teacher Self-efficacy; Education; Educational Psychology

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APA (6th Edition):

Schwehr, E. (2014). The Effects of Intentional Teacher Professional Development in Response to Intervention on Teachers' Knowledge and Self-Efficacy. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/570

Chicago Manual of Style (16th Edition):

Schwehr, Ethan. “The Effects of Intentional Teacher Professional Development in Response to Intervention on Teachers' Knowledge and Self-Efficacy.” 2014. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed July 03, 2020. https://dc.uwm.edu/etd/570.

MLA Handbook (7th Edition):

Schwehr, Ethan. “The Effects of Intentional Teacher Professional Development in Response to Intervention on Teachers' Knowledge and Self-Efficacy.” 2014. Web. 03 Jul 2020.

Vancouver:

Schwehr E. The Effects of Intentional Teacher Professional Development in Response to Intervention on Teachers' Knowledge and Self-Efficacy. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2014. [cited 2020 Jul 03]. Available from: https://dc.uwm.edu/etd/570.

Council of Science Editors:

Schwehr E. The Effects of Intentional Teacher Professional Development in Response to Intervention on Teachers' Knowledge and Self-Efficacy. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2014. Available from: https://dc.uwm.edu/etd/570


University of Wisconsin – Milwaukee

10. Chang, Wen-hsin. Predictors of International Students’ Socio-Cultural Adjustment.

Degree: PhD, Educational Psychology, 2016, University of Wisconsin – Milwaukee

  International students’ well-being and their adjustment have gained interest from researchers in different areas, including educational psychology, social psychology and counseling psychology. By using… (more)

Subjects/Keywords: Discrimination; International Student; Social Self-Efficacy; Social Support; Socio-Cultural Adjustment; Educational Psychology

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APA (6th Edition):

Chang, W. (2016). Predictors of International Students’ Socio-Cultural Adjustment. (Doctoral Dissertation). University of Wisconsin – Milwaukee. Retrieved from https://dc.uwm.edu/etd/1257

Chicago Manual of Style (16th Edition):

Chang, Wen-hsin. “Predictors of International Students’ Socio-Cultural Adjustment.” 2016. Doctoral Dissertation, University of Wisconsin – Milwaukee. Accessed July 03, 2020. https://dc.uwm.edu/etd/1257.

MLA Handbook (7th Edition):

Chang, Wen-hsin. “Predictors of International Students’ Socio-Cultural Adjustment.” 2016. Web. 03 Jul 2020.

Vancouver:

Chang W. Predictors of International Students’ Socio-Cultural Adjustment. [Internet] [Doctoral dissertation]. University of Wisconsin – Milwaukee; 2016. [cited 2020 Jul 03]. Available from: https://dc.uwm.edu/etd/1257.

Council of Science Editors:

Chang W. Predictors of International Students’ Socio-Cultural Adjustment. [Doctoral Dissertation]. University of Wisconsin – Milwaukee; 2016. Available from: https://dc.uwm.edu/etd/1257


University of Texas – Austin

11. Heo, Damji. Comparison of experts and novices in problem-based learning for engineering education.

Degree: MEd, Educational Psychology, 2014, University of Texas – Austin

 Ill-structured problems, problems that do not have simple structures and one finite correct solution, are the most common form of problems that engineers meet in… (more)

Subjects/Keywords: Expert and novice; Engineering education; Analogies; Self-efficacy; Problem-based learning; Ill structured problems

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APA (6th Edition):

Heo, D. (2014). Comparison of experts and novices in problem-based learning for engineering education. (Masters Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/28119

Chicago Manual of Style (16th Edition):

Heo, Damji. “Comparison of experts and novices in problem-based learning for engineering education.” 2014. Masters Thesis, University of Texas – Austin. Accessed July 03, 2020. http://hdl.handle.net/2152/28119.

MLA Handbook (7th Edition):

Heo, Damji. “Comparison of experts and novices in problem-based learning for engineering education.” 2014. Web. 03 Jul 2020.

Vancouver:

Heo D. Comparison of experts and novices in problem-based learning for engineering education. [Internet] [Masters thesis]. University of Texas – Austin; 2014. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/2152/28119.

Council of Science Editors:

Heo D. Comparison of experts and novices in problem-based learning for engineering education. [Masters Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/28119


University of Texas – Austin

12. Lanehurst, Ashley Nicole. An impostor’s resistance : the protective role of critical consciousness from the mental health impacts of the impostor phenomenon.

Degree: PhD, Educational Psychology, 2020, University of Texas – Austin

 Research in higher education continues to explore the complexity of challenges faced by students of color. One of these challenges is the impostor phenomenon which… (more)

Subjects/Keywords: Impostor phenomenon; Critical consciousness; Social dominance orientation; Academic self-efficacy; Identification with school; College students

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APA (6th Edition):

Lanehurst, A. N. (2020). An impostor’s resistance : the protective role of critical consciousness from the mental health impacts of the impostor phenomenon. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://dx.doi.org/10.26153/tsw/7813

Chicago Manual of Style (16th Edition):

Lanehurst, Ashley Nicole. “An impostor’s resistance : the protective role of critical consciousness from the mental health impacts of the impostor phenomenon.” 2020. Doctoral Dissertation, University of Texas – Austin. Accessed July 03, 2020. http://dx.doi.org/10.26153/tsw/7813.

MLA Handbook (7th Edition):

Lanehurst, Ashley Nicole. “An impostor’s resistance : the protective role of critical consciousness from the mental health impacts of the impostor phenomenon.” 2020. Web. 03 Jul 2020.

Vancouver:

Lanehurst AN. An impostor’s resistance : the protective role of critical consciousness from the mental health impacts of the impostor phenomenon. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2020. [cited 2020 Jul 03]. Available from: http://dx.doi.org/10.26153/tsw/7813.

Council of Science Editors:

Lanehurst AN. An impostor’s resistance : the protective role of critical consciousness from the mental health impacts of the impostor phenomenon. [Doctoral Dissertation]. University of Texas – Austin; 2020. Available from: http://dx.doi.org/10.26153/tsw/7813


Arizona State University

13. Kim, Wonsik. Endogenous and Exogenous Instrumentality on Student Motivation and Achievement.

Degree: Educational Psychology, 2016, Arizona State University

 Instrumentality is an important motivational construct that empathizes the connection between a present task and a future goal. Instrumentality is conceptualized as a task-specific variable.… (more)

Subjects/Keywords: Educational psychology; Achievement goals; Achievement motivation; Endogenous instrumentality; Exogenous instrumentality; Self-efficacy

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APA (6th Edition):

Kim, W. (2016). Endogenous and Exogenous Instrumentality on Student Motivation and Achievement. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/40307

Chicago Manual of Style (16th Edition):

Kim, Wonsik. “Endogenous and Exogenous Instrumentality on Student Motivation and Achievement.” 2016. Doctoral Dissertation, Arizona State University. Accessed July 03, 2020. http://repository.asu.edu/items/40307.

MLA Handbook (7th Edition):

Kim, Wonsik. “Endogenous and Exogenous Instrumentality on Student Motivation and Achievement.” 2016. Web. 03 Jul 2020.

Vancouver:

Kim W. Endogenous and Exogenous Instrumentality on Student Motivation and Achievement. [Internet] [Doctoral dissertation]. Arizona State University; 2016. [cited 2020 Jul 03]. Available from: http://repository.asu.edu/items/40307.

Council of Science Editors:

Kim W. Endogenous and Exogenous Instrumentality on Student Motivation and Achievement. [Doctoral Dissertation]. Arizona State University; 2016. Available from: http://repository.asu.edu/items/40307

14. Mangum III, James Irvin. The correlation between teacher self-efficacy among seminaries and institutes seminary teachers and student outcomes.

Degree: PhD, Educational Psychology, 2012, University of Utah

 This study examined the correlation between teacher self-efficacy and student outcomes. Teacher self-efficacy was measured in 99 Church of Jesus Christ of Latter-day Saints Seminaries… (more)

Subjects/Keywords: Religious Education; Student Achievement; Teacher Self-efficacy

…122 CHAPTER 1 INTRODUCTION Does Teacher Self-efficacy Correlate with Student Outcomes… …For over three decades, researchers have investigated how teachers’ self-efficacy impacts… …x28;1977). Specifically, they have focused on the concept of teacher self-efficacy. Teacher… …self-efficacy has been defined as “a teachers’ belief or conviction that they can influence… …circumstances. Conversely, those with low teacher self-efficacy often feel that their abilities are of… 

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APA (6th Edition):

Mangum III, J. I. (2012). The correlation between teacher self-efficacy among seminaries and institutes seminary teachers and student outcomes. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2095/rec/2428

Chicago Manual of Style (16th Edition):

Mangum III, James Irvin. “The correlation between teacher self-efficacy among seminaries and institutes seminary teachers and student outcomes.” 2012. Doctoral Dissertation, University of Utah. Accessed July 03, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2095/rec/2428.

MLA Handbook (7th Edition):

Mangum III, James Irvin. “The correlation between teacher self-efficacy among seminaries and institutes seminary teachers and student outcomes.” 2012. Web. 03 Jul 2020.

Vancouver:

Mangum III JI. The correlation between teacher self-efficacy among seminaries and institutes seminary teachers and student outcomes. [Internet] [Doctoral dissertation]. University of Utah; 2012. [cited 2020 Jul 03]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2095/rec/2428.

Council of Science Editors:

Mangum III JI. The correlation between teacher self-efficacy among seminaries and institutes seminary teachers and student outcomes. [Doctoral Dissertation]. University of Utah; 2012. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2095/rec/2428


University of Connecticut

15. cui, xinning. An Empirical Study of Problem-based Learning of English in China.

Degree: MA, Educational Psychology, 2016, University of Connecticut

  Abstract The purpose of this study was to examine the impact of problem-based learning on 9th grader Chinese students’ performance on writing, speaking and… (more)

Subjects/Keywords: Problem-based learning; English language learning in China; self-efficacy for English writing and speaking; higher-order thinking skills

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APA (6th Edition):

cui, x. (2016). An Empirical Study of Problem-based Learning of English in China. (Masters Thesis). University of Connecticut. Retrieved from https://opencommons.uconn.edu/gs_theses/1000

Chicago Manual of Style (16th Edition):

cui, xinning. “An Empirical Study of Problem-based Learning of English in China.” 2016. Masters Thesis, University of Connecticut. Accessed July 03, 2020. https://opencommons.uconn.edu/gs_theses/1000.

MLA Handbook (7th Edition):

cui, xinning. “An Empirical Study of Problem-based Learning of English in China.” 2016. Web. 03 Jul 2020.

Vancouver:

cui x. An Empirical Study of Problem-based Learning of English in China. [Internet] [Masters thesis]. University of Connecticut; 2016. [cited 2020 Jul 03]. Available from: https://opencommons.uconn.edu/gs_theses/1000.

Council of Science Editors:

cui x. An Empirical Study of Problem-based Learning of English in China. [Masters Thesis]. University of Connecticut; 2016. Available from: https://opencommons.uconn.edu/gs_theses/1000


Wayne State University

16. Roeser, Katherine A. Personal And Social Factors In Risk-Taking Behaviors Of Emerging Adults.

Degree: PhD, Educational Psychology, 2013, Wayne State University

  The transitional period from adolescence to young adulthood is defined as the stage of life that begins at the conclusion of high school and… (more)

Subjects/Keywords: college students; emerging adults; perceived peer risk taking; risky behaviors; self-efficacy; sensation seeking; Educational Psychology; Higher Education and Teaching; Psychology

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

APA (6th Edition):

Roeser, K. A. (2013). Personal And Social Factors In Risk-Taking Behaviors Of Emerging Adults. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/693

Chicago Manual of Style (16th Edition):

Roeser, Katherine A. “Personal And Social Factors In Risk-Taking Behaviors Of Emerging Adults.” 2013. Doctoral Dissertation, Wayne State University. Accessed July 03, 2020. https://digitalcommons.wayne.edu/oa_dissertations/693.

MLA Handbook (7th Edition):

Roeser, Katherine A. “Personal And Social Factors In Risk-Taking Behaviors Of Emerging Adults.” 2013. Web. 03 Jul 2020.

Vancouver:

Roeser KA. Personal And Social Factors In Risk-Taking Behaviors Of Emerging Adults. [Internet] [Doctoral dissertation]. Wayne State University; 2013. [cited 2020 Jul 03]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/693.

Council of Science Editors:

Roeser KA. Personal And Social Factors In Risk-Taking Behaviors Of Emerging Adults. [Doctoral Dissertation]. Wayne State University; 2013. Available from: https://digitalcommons.wayne.edu/oa_dissertations/693


Wayne State University

17. Small, Raymond Phillip. A Comparison Of Parental Self-Efficacy, Parenting Satisfaction, And Other Factors Between Single Mothers With And Without Children With Developmental Disabilities.

Degree: PhD, Educational Psychology, 2010, Wayne State University

  Depression and stress occur among single mothers and raising a child with a developmental disability can be a difficult burden. The purpose of this… (more)

Subjects/Keywords: developmental disabilities; parental self-efficacy; parenting satisfaction; single mothers; social support; stress; Psychology; Social and Behavioral Sciences

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APA (6th Edition):

Small, R. P. (2010). A Comparison Of Parental Self-Efficacy, Parenting Satisfaction, And Other Factors Between Single Mothers With And Without Children With Developmental Disabilities. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/30

Chicago Manual of Style (16th Edition):

Small, Raymond Phillip. “A Comparison Of Parental Self-Efficacy, Parenting Satisfaction, And Other Factors Between Single Mothers With And Without Children With Developmental Disabilities.” 2010. Doctoral Dissertation, Wayne State University. Accessed July 03, 2020. https://digitalcommons.wayne.edu/oa_dissertations/30.

MLA Handbook (7th Edition):

Small, Raymond Phillip. “A Comparison Of Parental Self-Efficacy, Parenting Satisfaction, And Other Factors Between Single Mothers With And Without Children With Developmental Disabilities.” 2010. Web. 03 Jul 2020.

Vancouver:

Small RP. A Comparison Of Parental Self-Efficacy, Parenting Satisfaction, And Other Factors Between Single Mothers With And Without Children With Developmental Disabilities. [Internet] [Doctoral dissertation]. Wayne State University; 2010. [cited 2020 Jul 03]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/30.

Council of Science Editors:

Small RP. A Comparison Of Parental Self-Efficacy, Parenting Satisfaction, And Other Factors Between Single Mothers With And Without Children With Developmental Disabilities. [Doctoral Dissertation]. Wayne State University; 2010. Available from: https://digitalcommons.wayne.edu/oa_dissertations/30


Wayne State University

18. Clancy, Krista Marie. Assessing Parent Invovlment In Applied Behavior Analysis Treatment For Children With Autism.

Degree: PhD, Educational Psychology, 2017, Wayne State University

  The purpose of this study was to compare two groups of parents whose children participated in ABA on their levels of stress, self-efficacy, treatment… (more)

Subjects/Keywords: Applied Behavior Analysis; Autism; parent involvement; self-efficacy; stress; treatment acceptability; Behavioral Disciplines and Activities; Clinical Psychology; Psychology

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APA (6th Edition):

Clancy, K. M. (2017). Assessing Parent Invovlment In Applied Behavior Analysis Treatment For Children With Autism. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1688

Chicago Manual of Style (16th Edition):

Clancy, Krista Marie. “Assessing Parent Invovlment In Applied Behavior Analysis Treatment For Children With Autism.” 2017. Doctoral Dissertation, Wayne State University. Accessed July 03, 2020. https://digitalcommons.wayne.edu/oa_dissertations/1688.

MLA Handbook (7th Edition):

Clancy, Krista Marie. “Assessing Parent Invovlment In Applied Behavior Analysis Treatment For Children With Autism.” 2017. Web. 03 Jul 2020.

Vancouver:

Clancy KM. Assessing Parent Invovlment In Applied Behavior Analysis Treatment For Children With Autism. [Internet] [Doctoral dissertation]. Wayne State University; 2017. [cited 2020 Jul 03]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1688.

Council of Science Editors:

Clancy KM. Assessing Parent Invovlment In Applied Behavior Analysis Treatment For Children With Autism. [Doctoral Dissertation]. Wayne State University; 2017. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1688


University of Pretoria

19. Mahlangu, Peter Patrick. The contribution of the teaching-learning environment to the development of self-regulation in learning.

Degree: Educational Psychology, 2008, University of Pretoria

 This study focuses in the students’ perception of self-regulation in learning as influenced by the teaching-learning-environment. The study was conducted at the University of Pretoria.… (more)

Subjects/Keywords: Affinity relationship table; Systems influence diagram; Self-regulation; Teaching-learning environment; Social cognitive theory; Self-efficacy; Academic success; Affinities; Interactive qualitative analysis; Interrelationship diagram; UCTD

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APA (6th Edition):

Mahlangu, P. (2008). The contribution of the teaching-learning environment to the development of self-regulation in learning. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25105

Chicago Manual of Style (16th Edition):

Mahlangu, Peter. “The contribution of the teaching-learning environment to the development of self-regulation in learning.” 2008. Masters Thesis, University of Pretoria. Accessed July 03, 2020. http://hdl.handle.net/2263/25105.

MLA Handbook (7th Edition):

Mahlangu, Peter. “The contribution of the teaching-learning environment to the development of self-regulation in learning.” 2008. Web. 03 Jul 2020.

Vancouver:

Mahlangu P. The contribution of the teaching-learning environment to the development of self-regulation in learning. [Internet] [Masters thesis]. University of Pretoria; 2008. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/2263/25105.

Council of Science Editors:

Mahlangu P. The contribution of the teaching-learning environment to the development of self-regulation in learning. [Masters Thesis]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/25105

20. Whitney, Tavia Bailey. Self-compassion and the parenting behaviors of mothers of young children.

Degree: PhD, Educational Psychology, 2013, University of Texas – Austin

 One of the most challenging aspects of being a parent is managing the many emotions that are aroused in the context of caring for a… (more)

Subjects/Keywords: Self-compassion; Parenting; Mothers; Emotion regulation; Parenting self-efficacy

…Differences in Emotion Regulation ....................................... 18 Parenting Self-Efficacy… …Compassion and Self-Efficacy .............................................. 27 Self-Compassion and… …Self-Efficacy as a Partial Mediator ......................... 51 Self-Compassion and… …51 FIGURE 3 Parenting self-efficacy (PSOC – Efficacy) as a mediator… …58 FIGURE 6 Parenting self-efficacy (PSOC – Efficacy) as a mediator… 

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APA (6th Edition):

Whitney, T. B. (2013). Self-compassion and the parenting behaviors of mothers of young children. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/21874

Chicago Manual of Style (16th Edition):

Whitney, Tavia Bailey. “Self-compassion and the parenting behaviors of mothers of young children.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed July 03, 2020. http://hdl.handle.net/2152/21874.

MLA Handbook (7th Edition):

Whitney, Tavia Bailey. “Self-compassion and the parenting behaviors of mothers of young children.” 2013. Web. 03 Jul 2020.

Vancouver:

Whitney TB. Self-compassion and the parenting behaviors of mothers of young children. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/2152/21874.

Council of Science Editors:

Whitney TB. Self-compassion and the parenting behaviors of mothers of young children. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/21874


Arizona State University

21. Green, Shannon Noelle. The Home Impact on Self-Efficacy for Self-Regulated Learning During Mid-to-Late Adolescence.

Degree: Educational Psychology, 2018, Arizona State University

 School and educational psychologists have a shared imperative to understand the complex inter-play of a student’s home life and perceived self-efficacy. Self-efficacy is the central… (more)

Subjects/Keywords: Educational psychology; School counseling; Social sciences education; home life; LA-HOME; mid to late adolescence; self-efficacy; self-regulated learning; Social Cognitive Theory

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APA (6th Edition):

Green, S. N. (2018). The Home Impact on Self-Efficacy for Self-Regulated Learning During Mid-to-Late Adolescence. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/49040

Chicago Manual of Style (16th Edition):

Green, Shannon Noelle. “The Home Impact on Self-Efficacy for Self-Regulated Learning During Mid-to-Late Adolescence.” 2018. Doctoral Dissertation, Arizona State University. Accessed July 03, 2020. http://repository.asu.edu/items/49040.

MLA Handbook (7th Edition):

Green, Shannon Noelle. “The Home Impact on Self-Efficacy for Self-Regulated Learning During Mid-to-Late Adolescence.” 2018. Web. 03 Jul 2020.

Vancouver:

Green SN. The Home Impact on Self-Efficacy for Self-Regulated Learning During Mid-to-Late Adolescence. [Internet] [Doctoral dissertation]. Arizona State University; 2018. [cited 2020 Jul 03]. Available from: http://repository.asu.edu/items/49040.

Council of Science Editors:

Green SN. The Home Impact on Self-Efficacy for Self-Regulated Learning During Mid-to-Late Adolescence. [Doctoral Dissertation]. Arizona State University; 2018. Available from: http://repository.asu.edu/items/49040


University of Pretoria

22. Joubert, Melanie. Dissemination research : teachers as facilitators.

Degree: Educational Psychology, 2011, University of Pretoria

 The purpose of this study was to explore and describe the experiences of teachers fulfilling the role of facilitators of the STAR intervention with fellow… (more)

Subjects/Keywords: Facilitation; Fidelity of implementation; Peer-facilitators; Star intervention; Star facilitators; Teachers as star facilitators; Teachers in neighbouring schools; Experiences; Dissemination research; Bandura’s theory of self-efficacy; UCTD

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APA (6th Edition):

Joubert, M. (2011). Dissemination research : teachers as facilitators. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/25514

Chicago Manual of Style (16th Edition):

Joubert, Melanie. “Dissemination research : teachers as facilitators.” 2011. Masters Thesis, University of Pretoria. Accessed July 03, 2020. http://hdl.handle.net/2263/25514.

MLA Handbook (7th Edition):

Joubert, Melanie. “Dissemination research : teachers as facilitators.” 2011. Web. 03 Jul 2020.

Vancouver:

Joubert M. Dissemination research : teachers as facilitators. [Internet] [Masters thesis]. University of Pretoria; 2011. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/2263/25514.

Council of Science Editors:

Joubert M. Dissemination research : teachers as facilitators. [Masters Thesis]. University of Pretoria; 2011. Available from: http://hdl.handle.net/2263/25514

23. He, Zhaomin. Examining the academic resilience in mathematics performance for the underprivileged ninth graders using the national data from the High School Longitudinal Study (HSLS: 09).

Degree: PhD, Educational Psychology, 2014, Texas Tech University

 This study evaluated an attribute model for academic resilience in mathematics and examined its relationship with student performance. The first wave of data from the… (more)

Subjects/Keywords: Academic resilience; Mathematics; Self-efficacy; Coping skills; Educational aspiration

…parental involvement, perceived efficacy, and relatedness to self and others as the factors… …mathematics include self-efficacy, educational aspiration, and coping skills. Research Questions In… …typically psychological constructs such as self-efficacy and educational aspiration can not be… …self-efficacy, hope, and coping skills. Coping Skills as a psychological construct is defined… …Self-Efficacy is defined as beliefs in one’s capabilities to organize and execute the courses… 

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APA (6th Edition):

He, Z. (2014). Examining the academic resilience in mathematics performance for the underprivileged ninth graders using the national data from the High School Longitudinal Study (HSLS: 09). (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/58948

Chicago Manual of Style (16th Edition):

He, Zhaomin. “Examining the academic resilience in mathematics performance for the underprivileged ninth graders using the national data from the High School Longitudinal Study (HSLS: 09).” 2014. Doctoral Dissertation, Texas Tech University. Accessed July 03, 2020. http://hdl.handle.net/2346/58948.

MLA Handbook (7th Edition):

He, Zhaomin. “Examining the academic resilience in mathematics performance for the underprivileged ninth graders using the national data from the High School Longitudinal Study (HSLS: 09).” 2014. Web. 03 Jul 2020.

Vancouver:

He Z. Examining the academic resilience in mathematics performance for the underprivileged ninth graders using the national data from the High School Longitudinal Study (HSLS: 09). [Internet] [Doctoral dissertation]. Texas Tech University; 2014. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/2346/58948.

Council of Science Editors:

He Z. Examining the academic resilience in mathematics performance for the underprivileged ninth graders using the national data from the High School Longitudinal Study (HSLS: 09). [Doctoral Dissertation]. Texas Tech University; 2014. Available from: http://hdl.handle.net/2346/58948


Wayne State University

24. Stoklosa, Aleksandra M. College Student Adjustment: Examination Of Personal And Environmental Characteristics.

Degree: PhD, Educational Psychology, 2015, Wayne State University

  This study used a multi-dimensional model of college adjustment to examine the relationships between multiple layers of personal influences and college adjustment (academic, social,… (more)

Subjects/Keywords: Academic self-efficacy; College adjustment; College students; Emerging adults; Motivation; University support; Behavioral Disciplines and Activities; Educational Psychology; Higher Education and Teaching

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APA (6th Edition):

Stoklosa, A. M. (2015). College Student Adjustment: Examination Of Personal And Environmental Characteristics. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1297

Chicago Manual of Style (16th Edition):

Stoklosa, Aleksandra M. “College Student Adjustment: Examination Of Personal And Environmental Characteristics.” 2015. Doctoral Dissertation, Wayne State University. Accessed July 03, 2020. https://digitalcommons.wayne.edu/oa_dissertations/1297.

MLA Handbook (7th Edition):

Stoklosa, Aleksandra M. “College Student Adjustment: Examination Of Personal And Environmental Characteristics.” 2015. Web. 03 Jul 2020.

Vancouver:

Stoklosa AM. College Student Adjustment: Examination Of Personal And Environmental Characteristics. [Internet] [Doctoral dissertation]. Wayne State University; 2015. [cited 2020 Jul 03]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1297.

Council of Science Editors:

Stoklosa AM. College Student Adjustment: Examination Of Personal And Environmental Characteristics. [Doctoral Dissertation]. Wayne State University; 2015. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1297

25. Garberoglio, Carrie Lou. Acknowledging attitudes and accessibility : motivational characteristics of deaf college students studying English and the potential of computer-mediated communication.

Degree: PhD, Educational Psychology, 2013, University of Texas – Austin

 Deaf individuals’ relationship with English has historically been problematic, in large part because of the lack of full accessibility to the language. However, language takes… (more)

Subjects/Keywords: Language learning; Deaf education; Motivation; Possible selves; Self-efficacy

…26 Deaf Individuals’ Language Learning Motivation ...…......….. 29 Self-Efficacy in… …Language Learning ….... ... ..... 31 Deaf Individuals’ Self-Efficacy Beliefs about… …47 Self-efficacy in Writing… …Efficacy in English ….. …..........................…... 77 Overall Self-Efficacy Beliefs… …78 Self-Efficacy: Context Matters .................................................... 78… 

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APA (6th Edition):

Garberoglio, C. L. (2013). Acknowledging attitudes and accessibility : motivational characteristics of deaf college students studying English and the potential of computer-mediated communication. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/23528

Chicago Manual of Style (16th Edition):

Garberoglio, Carrie Lou. “Acknowledging attitudes and accessibility : motivational characteristics of deaf college students studying English and the potential of computer-mediated communication.” 2013. Doctoral Dissertation, University of Texas – Austin. Accessed July 03, 2020. http://hdl.handle.net/2152/23528.

MLA Handbook (7th Edition):

Garberoglio, Carrie Lou. “Acknowledging attitudes and accessibility : motivational characteristics of deaf college students studying English and the potential of computer-mediated communication.” 2013. Web. 03 Jul 2020.

Vancouver:

Garberoglio CL. Acknowledging attitudes and accessibility : motivational characteristics of deaf college students studying English and the potential of computer-mediated communication. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2013. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/2152/23528.

Council of Science Editors:

Garberoglio CL. Acknowledging attitudes and accessibility : motivational characteristics of deaf college students studying English and the potential of computer-mediated communication. [Doctoral Dissertation]. University of Texas – Austin; 2013. Available from: http://hdl.handle.net/2152/23528

26. Fairless, Meghan Elizabeth. Adolescent Achievement: Relative Contributions Of Social Emotional Learning, Self-Efficacy And Microsystem Supports.

Degree: EdD, Educational Psychology, 2017, Wayne State University

  The purpose of the current study was to examine the roles of select intrapersonal and microsystem factors in high school adolescents’ academic achievement. The… (more)

Subjects/Keywords: Adolescent Achievement; Self-Efficacy; Social-Emotional; Educational Psychology

…40 Self-Efficacy… …and enhancing self-efficacy. Next, self-management, focuses on curbing impulse control… …students’ self-perceptions of their social and emotional skills and their self-efficacy, and, at… …school climate, and parental involvement. Intrapersonal Factors Self-efficacy. In addition to… …SEL, as described above, self-efficacy will be included as a potential predictor of academic… 

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

APA (6th Edition):

Fairless, M. E. (2017). Adolescent Achievement: Relative Contributions Of Social Emotional Learning, Self-Efficacy And Microsystem Supports. (Doctoral Dissertation). Wayne State University. Retrieved from https://digitalcommons.wayne.edu/oa_dissertations/1699

Chicago Manual of Style (16th Edition):

Fairless, Meghan Elizabeth. “Adolescent Achievement: Relative Contributions Of Social Emotional Learning, Self-Efficacy And Microsystem Supports.” 2017. Doctoral Dissertation, Wayne State University. Accessed July 03, 2020. https://digitalcommons.wayne.edu/oa_dissertations/1699.

MLA Handbook (7th Edition):

Fairless, Meghan Elizabeth. “Adolescent Achievement: Relative Contributions Of Social Emotional Learning, Self-Efficacy And Microsystem Supports.” 2017. Web. 03 Jul 2020.

Vancouver:

Fairless ME. Adolescent Achievement: Relative Contributions Of Social Emotional Learning, Self-Efficacy And Microsystem Supports. [Internet] [Doctoral dissertation]. Wayne State University; 2017. [cited 2020 Jul 03]. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1699.

Council of Science Editors:

Fairless ME. Adolescent Achievement: Relative Contributions Of Social Emotional Learning, Self-Efficacy And Microsystem Supports. [Doctoral Dissertation]. Wayne State University; 2017. Available from: https://digitalcommons.wayne.edu/oa_dissertations/1699


Texas Tech University

27. Hsu, Pi-Ying. The effects of peer modeling on Taiwanese college students' self-efficacy and reading performance in English class.

Degree: Educational Psychology, 1999, Texas Tech University

 The researcher's primary concern in this study was to investigate the effects of peer modeling (the male model, female model, and non-peer model) on male… (more)

Subjects/Keywords: Sex differences in education; English language; Peer-group tutoring; Self-efficacy

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

APA (6th Edition):

Hsu, P. (1999). The effects of peer modeling on Taiwanese college students' self-efficacy and reading performance in English class. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/16199

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):

Hsu, Pi-Ying. “The effects of peer modeling on Taiwanese college students' self-efficacy and reading performance in English class.” 1999. Thesis, Texas Tech University. Accessed July 03, 2020. http://hdl.handle.net/2346/16199.

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

MLA Handbook (7th Edition):

Hsu, Pi-Ying. “The effects of peer modeling on Taiwanese college students' self-efficacy and reading performance in English class.” 1999. Web. 03 Jul 2020.

Vancouver:

Hsu P. The effects of peer modeling on Taiwanese college students' self-efficacy and reading performance in English class. [Internet] [Thesis]. Texas Tech University; 1999. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/2346/16199.

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

Council of Science Editors:

Hsu P. The effects of peer modeling on Taiwanese college students' self-efficacy and reading performance in English class. [Thesis]. Texas Tech University; 1999. Available from: http://hdl.handle.net/2346/16199

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

28. Zaier, Amani. Exploring the Factors That Predict Preservice Teachers’ Self-Efficacy Beliefs to Teach Culturally and Linguistically Diverse Students.

Degree: Educational Psychology, 2011, Texas Tech University

 The American educational system encourages diversity in classrooms in terms of ethnicity, race, and language backgrounds (Gay, 2010; Milner, 2009; Silverman, 2010). Teacher education programs… (more)

Subjects/Keywords: Self-efficacy; Culturally diverse students; Linguistically diverse students

…Table 9. Means and Standard Deviations Table 10. Means of the sources of self-efficacy… …Teaching Self-Efficacy CRTOE Culturally Responsive Teaching Outcome Expectancy TSMES Teacher… …projected to increase, teachers still lack self-efficacy in their ability to teach students from… …culturally responsive teaching self-efficacy beliefs as they implement these culturally responsive… …teaching self-efficacy beliefs. Therefore, the purpose of this study is twofold. First, this… 

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APA (6th Edition):

Zaier, A. (2011). Exploring the Factors That Predict Preservice Teachers’ Self-Efficacy Beliefs to Teach Culturally and Linguistically Diverse Students. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/ETD-TTU-2011-05-1354

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):

Zaier, Amani. “Exploring the Factors That Predict Preservice Teachers’ Self-Efficacy Beliefs to Teach Culturally and Linguistically Diverse Students.” 2011. Thesis, Texas Tech University. Accessed July 03, 2020. http://hdl.handle.net/2346/ETD-TTU-2011-05-1354.

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

MLA Handbook (7th Edition):

Zaier, Amani. “Exploring the Factors That Predict Preservice Teachers’ Self-Efficacy Beliefs to Teach Culturally and Linguistically Diverse Students.” 2011. Web. 03 Jul 2020.

Vancouver:

Zaier A. Exploring the Factors That Predict Preservice Teachers’ Self-Efficacy Beliefs to Teach Culturally and Linguistically Diverse Students. [Internet] [Thesis]. Texas Tech University; 2011. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/2346/ETD-TTU-2011-05-1354.

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

Council of Science Editors:

Zaier A. Exploring the Factors That Predict Preservice Teachers’ Self-Efficacy Beliefs to Teach Culturally and Linguistically Diverse Students. [Thesis]. Texas Tech University; 2011. Available from: http://hdl.handle.net/2346/ETD-TTU-2011-05-1354

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


University of Florida

29. Marshik, Tesia T. Role Models, Possible Selves, Perceived Self-Efficacy, and Perceived Self-Control as Predictors of GPA in College Students.

Degree: MA, Educational Psychology, 2008, University of Florida

Self-control predicts many important developmental outcomes including achievement, emotional stability, and successful social relationships. The potential for self-control to predict academic achievement in college students… (more)

Subjects/Keywords: Academic achievement; Cognitive models; College students; Gratification; Learning; Modeling; Role models; Self control; Social psychology; Willpower; achievement, college, control, education, efficacy, goals, gpa, models, self, students

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APA (6th Edition):

Marshik, T. T. (2008). Role Models, Possible Selves, Perceived Self-Efficacy, and Perceived Self-Control as Predictors of GPA in College Students. (Masters Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0021873

Chicago Manual of Style (16th Edition):

Marshik, Tesia T. “Role Models, Possible Selves, Perceived Self-Efficacy, and Perceived Self-Control as Predictors of GPA in College Students.” 2008. Masters Thesis, University of Florida. Accessed July 03, 2020. https://ufdc.ufl.edu/UFE0021873.

MLA Handbook (7th Edition):

Marshik, Tesia T. “Role Models, Possible Selves, Perceived Self-Efficacy, and Perceived Self-Control as Predictors of GPA in College Students.” 2008. Web. 03 Jul 2020.

Vancouver:

Marshik TT. Role Models, Possible Selves, Perceived Self-Efficacy, and Perceived Self-Control as Predictors of GPA in College Students. [Internet] [Masters thesis]. University of Florida; 2008. [cited 2020 Jul 03]. Available from: https://ufdc.ufl.edu/UFE0021873.

Council of Science Editors:

Marshik TT. Role Models, Possible Selves, Perceived Self-Efficacy, and Perceived Self-Control as Predictors of GPA in College Students. [Masters Thesis]. University of Florida; 2008. Available from: https://ufdc.ufl.edu/UFE0021873


University of Pretoria

30. Odendaal, Viona. Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies.

Degree: MEd, Educational Psychology, 2007, University of Pretoria

 The purpose of this study was to explore an asset-based intervention with educators in enhancing their knowledge of HIV&AIDS and their skills in supporting community… (more)

Subjects/Keywords: Informal settlement communities; Self-efficacy expectations; Support; Coping; Competencies; Asset-based intervention; Asset-based approach; Hiv/aids; Educators; UCTD

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APA (6th Edition):

Odendaal, V. (2007). Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28352

Chicago Manual of Style (16th Edition):

Odendaal, Viona. “Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies.” 2007. Masters Thesis, University of Pretoria. Accessed July 03, 2020. http://hdl.handle.net/2263/28352.

MLA Handbook (7th Edition):

Odendaal, Viona. “Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies.” 2007. Web. 03 Jul 2020.

Vancouver:

Odendaal V. Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies. [Internet] [Masters thesis]. University of Pretoria; 2007. [cited 2020 Jul 03]. Available from: http://hdl.handle.net/2263/28352.

Council of Science Editors:

Odendaal V. Describing an asset-based intervention to equip educators with HIV&AIDS coping and support competencies. [Masters Thesis]. University of Pretoria; 2007. Available from: http://hdl.handle.net/2263/28352

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