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University: University of Southern California

You searched for subject:(Self efficacy). Showing records 1 – 30 of 74 total matches.

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University of Southern California

1. Kaakua, Joshua Kananimauloa. Self-efficacy beliefs and intentions to persist of Native Hawaiian and non-Hawaiian science, technology, engineering, and mathematics majors.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 This study applies the framework of Social Cognitive Career Theory and Astin’s (1999) Inputs—Environment—Outcomes model to investigate the personal input and environmental factors associated with… (more)

Subjects/Keywords: Native Hawaiian; self-efficacy; STEM

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APA (6th Edition):

Kaakua, J. K. (2014). Self-efficacy beliefs and intentions to persist of Native Hawaiian and non-Hawaiian science, technology, engineering, and mathematics majors. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/508956/rec/5775

Chicago Manual of Style (16th Edition):

Kaakua, Joshua Kananimauloa. “Self-efficacy beliefs and intentions to persist of Native Hawaiian and non-Hawaiian science, technology, engineering, and mathematics majors.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/508956/rec/5775.

MLA Handbook (7th Edition):

Kaakua, Joshua Kananimauloa. “Self-efficacy beliefs and intentions to persist of Native Hawaiian and non-Hawaiian science, technology, engineering, and mathematics majors.” 2014. Web. 10 Jul 2020.

Vancouver:

Kaakua JK. Self-efficacy beliefs and intentions to persist of Native Hawaiian and non-Hawaiian science, technology, engineering, and mathematics majors. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/508956/rec/5775.

Council of Science Editors:

Kaakua JK. Self-efficacy beliefs and intentions to persist of Native Hawaiian and non-Hawaiian science, technology, engineering, and mathematics majors. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/508956/rec/5775


University of Southern California

2. Oshiro, Devin Takashi. One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 This study sought to determine what the relationship was between K-12 public school teachers’ level of computer self‐efficacy and their acceptance of and integration of… (more)

Subjects/Keywords: computer self‐efficacy; technology acceptance model; ubiquitous computing; self‐efficacy

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APA (6th Edition):

Oshiro, D. T. (2014). One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/384654/rec/4564

Chicago Manual of Style (16th Edition):

Oshiro, Devin Takashi. “One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/384654/rec/4564.

MLA Handbook (7th Edition):

Oshiro, Devin Takashi. “One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom.” 2014. Web. 10 Jul 2020.

Vancouver:

Oshiro DT. One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/384654/rec/4564.

Council of Science Editors:

Oshiro DT. One Hawai’i K-12 complex public school teachers’ level of computer self-efficacy and their acceptance of and integration of technology in the classroom. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/384654/rec/4564


University of Southern California

3. McGovern, Jacqueline Rose. Teacher efficacy and classroom management in the primary setting.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 Problematic behavior is an escalating concern in schools and one of the most serious distresses of both teachers and parents. Students who display disruptive behaviors… (more)

Subjects/Keywords: efficacy; teacher efficacy; self-efficacy; primary; classroom; behavior; management; strategy; strategies; method; methods; student; students

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APA (6th Edition):

McGovern, J. R. (2015). Teacher efficacy and classroom management in the primary setting. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550729/rec/6343

Chicago Manual of Style (16th Edition):

McGovern, Jacqueline Rose. “Teacher efficacy and classroom management in the primary setting.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550729/rec/6343.

MLA Handbook (7th Edition):

McGovern, Jacqueline Rose. “Teacher efficacy and classroom management in the primary setting.” 2015. Web. 10 Jul 2020.

Vancouver:

McGovern JR. Teacher efficacy and classroom management in the primary setting. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550729/rec/6343.

Council of Science Editors:

McGovern JR. Teacher efficacy and classroom management in the primary setting. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/550729/rec/6343


University of Southern California

4. Chen, Shu-Ya. The influence of self-efficacy on recovery of spontaneous arm use in hemiparetic stroke.

Degree: PhD, Biokinesiology, 2011, University of Southern California

 Stroke is the leading cause of long-term disability. From the patients’ perspective, spontaneous arm use is critical for meaningful recovery of upper limb function. Using… (more)

Subjects/Keywords: self-efficacy; spontaneous arm use; hemiparetic stroke

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APA (6th Edition):

Chen, S. (2011). The influence of self-efficacy on recovery of spontaneous arm use in hemiparetic stroke. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639407/rec/6895

Chicago Manual of Style (16th Edition):

Chen, Shu-Ya. “The influence of self-efficacy on recovery of spontaneous arm use in hemiparetic stroke.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639407/rec/6895.

MLA Handbook (7th Edition):

Chen, Shu-Ya. “The influence of self-efficacy on recovery of spontaneous arm use in hemiparetic stroke.” 2011. Web. 10 Jul 2020.

Vancouver:

Chen S. The influence of self-efficacy on recovery of spontaneous arm use in hemiparetic stroke. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639407/rec/6895.

Council of Science Editors:

Chen S. The influence of self-efficacy on recovery of spontaneous arm use in hemiparetic stroke. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/639407/rec/6895


University of Southern California

5. Viernes, Victoria. The relationship of students' self-regulation and self-efficacy in an online learning environment.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 One of greatest challenges for educators is motivating students to learn. Unmotivated students lead to high dropout rates. The purpose of the non‐experimental, descriptive‐correlational study… (more)

Subjects/Keywords: self‐regulation; self‐efficacy; online learning; credit recovery

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APA (6th Edition):

Viernes, V. (2014). The relationship of students' self-regulation and self-efficacy in an online learning environment. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/417728/rec/7171

Chicago Manual of Style (16th Edition):

Viernes, Victoria. “The relationship of students' self-regulation and self-efficacy in an online learning environment.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/417728/rec/7171.

MLA Handbook (7th Edition):

Viernes, Victoria. “The relationship of students' self-regulation and self-efficacy in an online learning environment.” 2014. Web. 10 Jul 2020.

Vancouver:

Viernes V. The relationship of students' self-regulation and self-efficacy in an online learning environment. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/417728/rec/7171.

Council of Science Editors:

Viernes V. The relationship of students' self-regulation and self-efficacy in an online learning environment. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/417728/rec/7171


University of Southern California

6. Nordstrom, Donna E. Motivational, parental, and cultural influences on achievement and persistence in basic skills mathematics at the community college.

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

 The purpose of this study was to address the gap in the current literature on community college students in basic math courses by examining motivational,… (more)

Subjects/Keywords: self-efficacy; self-regulation; parenting styles; acculturation; community college; math achievement

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APA (6th Edition):

Nordstrom, D. E. (2012). Motivational, parental, and cultural influences on achievement and persistence in basic skills mathematics at the community college. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/23389/rec/4241

Chicago Manual of Style (16th Edition):

Nordstrom, Donna E. “Motivational, parental, and cultural influences on achievement and persistence in basic skills mathematics at the community college.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/23389/rec/4241.

MLA Handbook (7th Edition):

Nordstrom, Donna E. “Motivational, parental, and cultural influences on achievement and persistence in basic skills mathematics at the community college.” 2012. Web. 10 Jul 2020.

Vancouver:

Nordstrom DE. Motivational, parental, and cultural influences on achievement and persistence in basic skills mathematics at the community college. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/23389/rec/4241.

Council of Science Editors:

Nordstrom DE. Motivational, parental, and cultural influences on achievement and persistence in basic skills mathematics at the community college. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/23389/rec/4241


University of Southern California

7. Larsen, Andrew L. Evaluating social-cognitive measures of motivation in a longitudinal study of people completing New Year's resolutions to exercise.

Degree: PhD, Psychology, 2015, University of Southern California

 Overweight and obesity are major problems in developed countries around the world, and exercise is strongly associated with weight loss and weight control. Social‐cognitive models… (more)

Subjects/Keywords: self‐regulation; motivation; exercise; self‐efficacy; autonomous motivation; physical activity

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APA (6th Edition):

Larsen, A. L. (2015). Evaluating social-cognitive measures of motivation in a longitudinal study of people completing New Year's resolutions to exercise. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/561896/rec/2526

Chicago Manual of Style (16th Edition):

Larsen, Andrew L. “Evaluating social-cognitive measures of motivation in a longitudinal study of people completing New Year's resolutions to exercise.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/561896/rec/2526.

MLA Handbook (7th Edition):

Larsen, Andrew L. “Evaluating social-cognitive measures of motivation in a longitudinal study of people completing New Year's resolutions to exercise.” 2015. Web. 10 Jul 2020.

Vancouver:

Larsen AL. Evaluating social-cognitive measures of motivation in a longitudinal study of people completing New Year's resolutions to exercise. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/561896/rec/2526.

Council of Science Editors:

Larsen AL. Evaluating social-cognitive measures of motivation in a longitudinal study of people completing New Year's resolutions to exercise. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/561896/rec/2526


University of Southern California

8. 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 July 10, 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. 10 Jul 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 Jul 10]. 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


University of Southern California

9. Medina, Nathalie Taloma. What is the relationship between early childhood teachers' training on the development of their teaching self-efficacy?.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This study applies the Social Cognitive Concept of Self-Efficacy (Bandura, 1977) to understand the impact of self-efficacy on the development of early childhood teachers’ self-efficacy.… (more)

Subjects/Keywords: self-efficacy; teaching self-efficacy; early childhood teachers; teacher training; self-efficacy development; preschool; pre-kindergarten; early childhood workforce; early childhood major

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APA (6th Edition):

Medina, N. T. (2013). What is the relationship between early childhood teachers' training on the development of their teaching self-efficacy?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/335355/rec/7901

Chicago Manual of Style (16th Edition):

Medina, Nathalie Taloma. “What is the relationship between early childhood teachers' training on the development of their teaching self-efficacy?.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/335355/rec/7901.

MLA Handbook (7th Edition):

Medina, Nathalie Taloma. “What is the relationship between early childhood teachers' training on the development of their teaching self-efficacy?.” 2013. Web. 10 Jul 2020.

Vancouver:

Medina NT. What is the relationship between early childhood teachers' training on the development of their teaching self-efficacy?. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/335355/rec/7901.

Council of Science Editors:

Medina NT. What is the relationship between early childhood teachers' training on the development of their teaching self-efficacy?. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/335355/rec/7901


University of Southern California

10. Fong, Randie Kamuela. Raising cultural self-efficacy among faculty and staff of a private native Hawaiian school system.

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

 The Hawaiian cultural revitalization movement in Hawai`i is an important driver for many Hawaiian organizations as well as educational institutions that serve Native Hawaiians. One… (more)

Subjects/Keywords: adult learning; Hawaiian culture; Kamehameha Schools; professional development; self-efficacy; cultural self-efficacy; social cognitive theory; cultural revitalization

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APA (6th Edition):

Fong, R. K. (2012). Raising cultural self-efficacy among faculty and staff of a private native Hawaiian school system. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/2207/rec/5395

Chicago Manual of Style (16th Edition):

Fong, Randie Kamuela. “Raising cultural self-efficacy among faculty and staff of a private native Hawaiian school system.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/2207/rec/5395.

MLA Handbook (7th Edition):

Fong, Randie Kamuela. “Raising cultural self-efficacy among faculty and staff of a private native Hawaiian school system.” 2012. Web. 10 Jul 2020.

Vancouver:

Fong RK. Raising cultural self-efficacy among faculty and staff of a private native Hawaiian school system. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/2207/rec/5395.

Council of Science Editors:

Fong RK. Raising cultural self-efficacy among faculty and staff of a private native Hawaiian school system. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/2207/rec/5395


University of Southern California

11. Castellano, Michelle. How college affects Latinas' STEM career decision-making process: a psychosociocultural approach.

Degree: PhD, Urban Education Policy, 2015, University of Southern California

 As the United States strives to maintain its global economic competitiveness, there exists a need to support and encourage racial and ethnic minorities in pursuing… (more)

Subjects/Keywords: higher education; career development; self-efficacy; Latina college students; STEM

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APA (6th Edition):

Castellano, M. (2015). How college affects Latinas' STEM career decision-making process: a psychosociocultural approach. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/620423/rec/3232

Chicago Manual of Style (16th Edition):

Castellano, Michelle. “How college affects Latinas' STEM career decision-making process: a psychosociocultural approach.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/620423/rec/3232.

MLA Handbook (7th Edition):

Castellano, Michelle. “How college affects Latinas' STEM career decision-making process: a psychosociocultural approach.” 2015. Web. 10 Jul 2020.

Vancouver:

Castellano M. How college affects Latinas' STEM career decision-making process: a psychosociocultural approach. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/620423/rec/3232.

Council of Science Editors:

Castellano M. How college affects Latinas' STEM career decision-making process: a psychosociocultural approach. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/620423/rec/3232


University of Southern California

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Dinh, Richard. “A quantitative study on southeast Asian and Latino student's perceptions of teachers' expectations and self-efficacy.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/45488/rec/328.

MLA Handbook (7th Edition):

Dinh, Richard. “A quantitative study on southeast Asian and Latino student's perceptions of teachers' expectations and self-efficacy.” 2012. Web. 10 Jul 2020.

Vancouver:

Dinh R. A quantitative study on southeast Asian and Latino student's perceptions of teachers' expectations and self-efficacy. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/45488/rec/328.

Council of Science Editors:

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


University of Southern California

13. Baseri, Shelly Gabay. The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 The ability of teachers to transfer what they have learned in a teacher education program to the classroom has been found by numerous researchers to… (more)

Subjects/Keywords: teacher candidates’ transfer of skills; teacher self-efficacy

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APA (6th Edition):

Baseri, S. G. (2013). The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/127752/rec/7367

Chicago Manual of Style (16th Edition):

Baseri, Shelly Gabay. “The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/127752/rec/7367.

MLA Handbook (7th Edition):

Baseri, Shelly Gabay. “The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners.” 2013. Web. 10 Jul 2020.

Vancouver:

Baseri SG. The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/127752/rec/7367.

Council of Science Editors:

Baseri SG. The transfer of online instruction to TESOL candidates' perceived self-efficacy of teaching English language learners. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/127752/rec/7367


University of Southern California

14. Zaker, Sara Behani. Instructional delivery as more than just a vehicle: A comparison of social, cognitive, and affective constructs across traditional oncampus and synchronous online social work graduate programs.

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

 Much of the research literature on learning technologies and distance education has concentrated on achievement, with little to no emphasis on factors pertaining to motivation.… (more)

Subjects/Keywords: distance learning; belonging; self-efficacy; goal orientation; higher education; blended learning

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APA (6th Edition):

Zaker, S. B. (2012). Instructional delivery as more than just a vehicle: A comparison of social, cognitive, and affective constructs across traditional oncampus and synchronous online social work graduate programs. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/95739/rec/3525

Chicago Manual of Style (16th Edition):

Zaker, Sara Behani. “Instructional delivery as more than just a vehicle: A comparison of social, cognitive, and affective constructs across traditional oncampus and synchronous online social work graduate programs.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/95739/rec/3525.

MLA Handbook (7th Edition):

Zaker, Sara Behani. “Instructional delivery as more than just a vehicle: A comparison of social, cognitive, and affective constructs across traditional oncampus and synchronous online social work graduate programs.” 2012. Web. 10 Jul 2020.

Vancouver:

Zaker SB. Instructional delivery as more than just a vehicle: A comparison of social, cognitive, and affective constructs across traditional oncampus and synchronous online social work graduate programs. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/95739/rec/3525.

Council of Science Editors:

Zaker SB. Instructional delivery as more than just a vehicle: A comparison of social, cognitive, and affective constructs across traditional oncampus and synchronous online social work graduate programs. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/95739/rec/3525


University of Southern California

15. Ochoa, Sandra. Latino high school students: Self-efficacy and college choice.

Degree: EdD, Education, 2011, University of Southern California

 Latino students are continuing on to higher education institutions at lower rates than their peers. Current research focuses on how Latino students are not academically… (more)

Subjects/Keywords: self-efficacy; Latino students; first-generation; college choice process

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APA (6th Edition):

Ochoa, S. (2011). Latino high school students: Self-efficacy and college choice. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/445805/rec/3758

Chicago Manual of Style (16th Edition):

Ochoa, Sandra. “Latino high school students: Self-efficacy and college choice.” 2011. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/445805/rec/3758.

MLA Handbook (7th Edition):

Ochoa, Sandra. “Latino high school students: Self-efficacy and college choice.” 2011. Web. 10 Jul 2020.

Vancouver:

Ochoa S. Latino high school students: Self-efficacy and college choice. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/445805/rec/3758.

Council of Science Editors:

Ochoa S. Latino high school students: Self-efficacy and college choice. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/445805/rec/3758


University of Southern California

16. Nunokawa, Kari Mariye Luna. Teacher perception on coaching and effective professional development implementation.

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

 The area of professional development, within the educational setting, is critical to on-going learning for teachers and ultimately, higher student achievement. The literature on professional… (more)

Subjects/Keywords: professional development; coaching; evaluation; reading; self-efficacy; implementation

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APA (6th Edition):

Nunokawa, K. M. L. (2012). Teacher perception on coaching and effective professional development implementation. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/676377/rec/6349

Chicago Manual of Style (16th Edition):

Nunokawa, Kari Mariye Luna. “Teacher perception on coaching and effective professional development implementation.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/676377/rec/6349.

MLA Handbook (7th Edition):

Nunokawa, Kari Mariye Luna. “Teacher perception on coaching and effective professional development implementation.” 2012. Web. 10 Jul 2020.

Vancouver:

Nunokawa KML. Teacher perception on coaching and effective professional development implementation. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/676377/rec/6349.

Council of Science Editors:

Nunokawa KML. Teacher perception on coaching and effective professional development implementation. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/676377/rec/6349


University of Southern California

17. Medeiros, Glenn. How effective professional development in differentiated instruction can save Hawaii's Catholic schools.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 This study explored the idea that self‐efficacy in teachers to provide differentiated instruction can be strengthened through the use of effective professional development rooted in… (more)

Subjects/Keywords: differentiated instruction; self-efficacy; professional development; education; computer-assisted instruction; andragogy

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APA (6th Edition):

Medeiros, G. (2014). How effective professional development in differentiated instruction can save Hawaii's Catholic schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/380392/rec/3243

Chicago Manual of Style (16th Edition):

Medeiros, Glenn. “How effective professional development in differentiated instruction can save Hawaii's Catholic schools.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/380392/rec/3243.

MLA Handbook (7th Edition):

Medeiros, Glenn. “How effective professional development in differentiated instruction can save Hawaii's Catholic schools.” 2014. Web. 10 Jul 2020.

Vancouver:

Medeiros G. How effective professional development in differentiated instruction can save Hawaii's Catholic schools. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/380392/rec/3243.

Council of Science Editors:

Medeiros G. How effective professional development in differentiated instruction can save Hawaii's Catholic schools. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/380392/rec/3243


University of Southern California

18. Plenty, Shenora Nicole. Play, read, learn: building young Black males literacy skills through an activity-based intervention.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 In the realm of education, there is a debate between opponents and proponents of activity‐based pedagogy as educators move beyond direct instruction to a more… (more)

Subjects/Keywords: Black males; intervention; play; reading attitudes; reading behaviors; self-efficacy

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APA (6th Edition):

Plenty, S. N. (2014). Play, read, learn: building young Black males literacy skills through an activity-based intervention. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/405970/rec/5075

Chicago Manual of Style (16th Edition):

Plenty, Shenora Nicole. “Play, read, learn: building young Black males literacy skills through an activity-based intervention.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/405970/rec/5075.

MLA Handbook (7th Edition):

Plenty, Shenora Nicole. “Play, read, learn: building young Black males literacy skills through an activity-based intervention.” 2014. Web. 10 Jul 2020.

Vancouver:

Plenty SN. Play, read, learn: building young Black males literacy skills through an activity-based intervention. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/405970/rec/5075.

Council of Science Editors:

Plenty SN. Play, read, learn: building young Black males literacy skills through an activity-based intervention. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/405970/rec/5075


University of Southern California

19. Rodriguez, Michelle L. Motivational and academic outcomes in retained middle school students.

Degree: EdD, Education, 2012, University of Southern California

 There is a relationship between self-efficacy, goal orientation, and academic performance, which is based on the social cognitive theoretical framework and substantiated by a large… (more)

Subjects/Keywords: grade retention; English language learners; self efficacy; goal orientation

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APA (6th Edition):

Rodriguez, M. L. (2012). Motivational and academic outcomes in retained middle school students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/3811/rec/4235

Chicago Manual of Style (16th Edition):

Rodriguez, Michelle L. “Motivational and academic outcomes in retained middle school students.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/3811/rec/4235.

MLA Handbook (7th Edition):

Rodriguez, Michelle L. “Motivational and academic outcomes in retained middle school students.” 2012. Web. 10 Jul 2020.

Vancouver:

Rodriguez ML. Motivational and academic outcomes in retained middle school students. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/3811/rec/4235.

Council of Science Editors:

Rodriguez ML. Motivational and academic outcomes in retained middle school students. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/3811/rec/4235


University of Southern California

20. Mitchell, Magan Arleta. Professional development for teaching online.

Degree: EdD, Education, 2012, University of Southern California

 This study focused on a postsecondary organization in California, which has embarked on a groundbreaking, highly interactive online Master of Arts in Teaching Program. This… (more)

Subjects/Keywords: higher education; online teaching; professional development; self-efficacy

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APA (6th Edition):

Mitchell, M. A. (2012). Professional development for teaching online. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/27429/rec/5262

Chicago Manual of Style (16th Edition):

Mitchell, Magan Arleta. “Professional development for teaching online.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/27429/rec/5262.

MLA Handbook (7th Edition):

Mitchell, Magan Arleta. “Professional development for teaching online.” 2012. Web. 10 Jul 2020.

Vancouver:

Mitchell MA. Professional development for teaching online. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/27429/rec/5262.

Council of Science Editors:

Mitchell MA. Professional development for teaching online. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/27429/rec/5262


University of Southern California

21. Dearing, Alexander Mark. How does the evidence-based method of training impact learning transfer, motivation, self-efficacy, and mastery goal orientation compared to the traditional method of training in Brazilian Jiu-Jitsu?.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 This study was designed to examine the use of evidence‐based instructional content and methods of a Brazilian Jiu‐Jitsu program versus a traditional instructional content and… (more)

Subjects/Keywords: learning transfer; motivation; self-efficacy; mastery; goal orientation

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APA (6th Edition):

Dearing, A. M. (2015). How does the evidence-based method of training impact learning transfer, motivation, self-efficacy, and mastery goal orientation compared to the traditional method of training in Brazilian Jiu-Jitsu?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/551155/rec/3242

Chicago Manual of Style (16th Edition):

Dearing, Alexander Mark. “How does the evidence-based method of training impact learning transfer, motivation, self-efficacy, and mastery goal orientation compared to the traditional method of training in Brazilian Jiu-Jitsu?.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/551155/rec/3242.

MLA Handbook (7th Edition):

Dearing, Alexander Mark. “How does the evidence-based method of training impact learning transfer, motivation, self-efficacy, and mastery goal orientation compared to the traditional method of training in Brazilian Jiu-Jitsu?.” 2015. Web. 10 Jul 2020.

Vancouver:

Dearing AM. How does the evidence-based method of training impact learning transfer, motivation, self-efficacy, and mastery goal orientation compared to the traditional method of training in Brazilian Jiu-Jitsu?. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/551155/rec/3242.

Council of Science Editors:

Dearing AM. How does the evidence-based method of training impact learning transfer, motivation, self-efficacy, and mastery goal orientation compared to the traditional method of training in Brazilian Jiu-Jitsu?. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/551155/rec/3242


University of Southern California

22. Campbell, Julia C. Employing cognitive task analysis supported instruction to increase medical student and surgical resident performance and self-efficacy.

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

 Cognitive task analysis (CTA) is a powerful tool for eliciting expert knowledge to enhance training practices. While CTA methods have been employed successfully to design… (more)

Subjects/Keywords: cognitive task analysis; self-efficacy

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APA (6th Edition):

Campbell, J. C. (2010). Employing cognitive task analysis supported instruction to increase medical student and surgical resident performance and self-efficacy. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/311540/rec/2325

Chicago Manual of Style (16th Edition):

Campbell, Julia C. “Employing cognitive task analysis supported instruction to increase medical student and surgical resident performance and self-efficacy.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/311540/rec/2325.

MLA Handbook (7th Edition):

Campbell, Julia C. “Employing cognitive task analysis supported instruction to increase medical student and surgical resident performance and self-efficacy.” 2010. Web. 10 Jul 2020.

Vancouver:

Campbell JC. Employing cognitive task analysis supported instruction to increase medical student and surgical resident performance and self-efficacy. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/311540/rec/2325.

Council of Science Editors:

Campbell JC. Employing cognitive task analysis supported instruction to increase medical student and surgical resident performance and self-efficacy. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/311540/rec/2325


University of Southern California

23. Tano, Aaron Keao. What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?.

Degree: EdD, Education, 2012, University of Southern California

 This study examines the relationship between self-efficacy development with program delivery, and prior experience. The student demographic categories of age, ethnicity, gender, content area, and… (more)

Subjects/Keywords: self-efficacy; self-efficacy development; education; content knowledge; teaching experience; online education; delivery method; technology; program delivery; pre-service teachers; teacher education; classroom management; innovative teaching practice; student engagement; ethnicity

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APA (6th Edition):

Tano, A. K. (2012). What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/112986/rec/7894

Chicago Manual of Style (16th Edition):

Tano, Aaron Keao. “What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?.” 2012. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/112986/rec/7894.

MLA Handbook (7th Edition):

Tano, Aaron Keao. “What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?.” 2012. Web. 10 Jul 2020.

Vancouver:

Tano AK. What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/112986/rec/7894.

Council of Science Editors:

Tano AK. What are the relationships among program delivery, classroom experience, content knowledge, and demographics on pre-service teachers' self-efficacy?. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/112986/rec/7894


University of Southern California

24. Bogenmann, Emil. Motivational variables that influence the attendance of science trainees at research seminars.

Degree: EdD, Education (Psychology & Technology), 2008, University of Southern California

 Science trainees at a pediatric research center are strongly encouraged to attend research seminars, yet their attendance at lectures has steadily declined, jeopardizing the academic… (more)

Subjects/Keywords: science; trainees; motivation; values; self-efficacy

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APA (6th Edition):

Bogenmann, E. (2008). Motivational variables that influence the attendance of science trainees at research seminars. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/49814/rec/4240

Chicago Manual of Style (16th Edition):

Bogenmann, Emil. “Motivational variables that influence the attendance of science trainees at research seminars.” 2008. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/49814/rec/4240.

MLA Handbook (7th Edition):

Bogenmann, Emil. “Motivational variables that influence the attendance of science trainees at research seminars.” 2008. Web. 10 Jul 2020.

Vancouver:

Bogenmann E. Motivational variables that influence the attendance of science trainees at research seminars. [Internet] [Doctoral dissertation]. University of Southern California; 2008. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/49814/rec/4240.

Council of Science Editors:

Bogenmann E. Motivational variables that influence the attendance of science trainees at research seminars. [Doctoral Dissertation]. University of Southern California; 2008. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/49814/rec/4240


University of Southern California

25. Redling, Margaret E. Influence of feedback, resources and interaction with superiors on work self-efficacy levels and employee engagement in informal learning activities in the workplace.

Degree: MEd, Education, 2010, University of Southern California

 Learning is a complex process that occurs constantly through spontaneous moments of experience or deliberately planned training and can be affected by many factors. Most… (more)

Subjects/Keywords: informal learning; self-efficacy; learning engagement

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APA (6th Edition):

Redling, M. E. (2010). Influence of feedback, resources and interaction with superiors on work self-efficacy levels and employee engagement in informal learning activities in the workplace. (Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365998/rec/3484

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):

Redling, Margaret E. “Influence of feedback, resources and interaction with superiors on work self-efficacy levels and employee engagement in informal learning activities in the workplace.” 2010. Thesis, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365998/rec/3484.

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

MLA Handbook (7th Edition):

Redling, Margaret E. “Influence of feedback, resources and interaction with superiors on work self-efficacy levels and employee engagement in informal learning activities in the workplace.” 2010. Web. 10 Jul 2020.

Vancouver:

Redling ME. Influence of feedback, resources and interaction with superiors on work self-efficacy levels and employee engagement in informal learning activities in the workplace. [Internet] [Thesis]. University of Southern California; 2010. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365998/rec/3484.

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

Council of Science Editors:

Redling ME. Influence of feedback, resources and interaction with superiors on work self-efficacy levels and employee engagement in informal learning activities in the workplace. [Thesis]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/365998/rec/3484

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


University of Southern California

26. Regur, Carey E. A dialogic reading intervention for parents of children with Down syndrome.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This study attempted to address the reading comprehension and oral language challenges faced by children with Down syndrome by exploring the use of dialogic reading… (more)

Subjects/Keywords: Down syndrome; dialogic reading; parent-child book reading; self-efficacy; reading comprehension; oral language

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APA (6th Edition):

Regur, C. E. (2013). A dialogic reading intervention for parents of children with Down syndrome. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/251908/rec/173

Chicago Manual of Style (16th Edition):

Regur, Carey E. “A dialogic reading intervention for parents of children with Down syndrome.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/251908/rec/173.

MLA Handbook (7th Edition):

Regur, Carey E. “A dialogic reading intervention for parents of children with Down syndrome.” 2013. Web. 10 Jul 2020.

Vancouver:

Regur CE. A dialogic reading intervention for parents of children with Down syndrome. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/251908/rec/173.

Council of Science Editors:

Regur CE. A dialogic reading intervention for parents of children with Down syndrome. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/251908/rec/173


University of Southern California

27. Montejano, Omar. The influence of parental involvement, self-efficacy, locus of control, and acculturation on academic achievement among Latino high school students.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 Parental involvement, self-efficacy, locus of control, and acculturation were variables used to examine student’s academic achievement such as grade point average and California Standards Test… (more)

Subjects/Keywords: parental involvement; self-efficacy; locus of control; acculturation; Latino high school students

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APA (6th Edition):

Montejano, O. (2014). The influence of parental involvement, self-efficacy, locus of control, and acculturation on academic achievement among Latino high school students. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/474814/rec/6893

Chicago Manual of Style (16th Edition):

Montejano, Omar. “The influence of parental involvement, self-efficacy, locus of control, and acculturation on academic achievement among Latino high school students.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/474814/rec/6893.

MLA Handbook (7th Edition):

Montejano, Omar. “The influence of parental involvement, self-efficacy, locus of control, and acculturation on academic achievement among Latino high school students.” 2014. Web. 10 Jul 2020.

Vancouver:

Montejano O. The influence of parental involvement, self-efficacy, locus of control, and acculturation on academic achievement among Latino high school students. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/474814/rec/6893.

Council of Science Editors:

Montejano O. The influence of parental involvement, self-efficacy, locus of control, and acculturation on academic achievement among Latino high school students. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/474814/rec/6893


University of Southern California

28. Marín, James R. The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This study seeks to contribute to the literature on instructional and transformational leadership among urban school principals by investigating the relationship between instructional and transformational… (more)

Subjects/Keywords: ethnicity; self-efficacy; diversity; instructional leadership; transformational leadership; urban school principals; urban schools; school leadership

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APA (6th Edition):

Marín, J. R. (2013). The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/340869/rec/7146

Chicago Manual of Style (16th Edition):

Marín, James R. “The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/340869/rec/7146.

MLA Handbook (7th Edition):

Marín, James R. “The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals.” 2013. Web. 10 Jul 2020.

Vancouver:

Marín JR. The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/340869/rec/7146.

Council of Science Editors:

Marín JR. The relationship between ethnicity, self-efficacy, and beliefs about diversity to instructional and transformational leadership practices of urban school principals. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/340869/rec/7146


University of Southern California

29. Chao, Soomin. A comparison of student motivation by program delivery method: self-efficacy, goal orientation, and belongingness in a synchronous online and traditional face-to-face environment.

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

 As distance education options expand and increase, online courses have begun to take up a progressively large portion of the educational sector, specifically in postsecondary… (more)

Subjects/Keywords: motivation; goal orientation; self-efficacy; belongingness; distance education; online learning; preservice teacher education; higher education

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

APA (6th Edition):

Chao, S. (2015). A comparison of student motivation by program delivery method: self-efficacy, goal orientation, and belongingness in a synchronous online and traditional face-to-face environment. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/531524/rec/135

Chicago Manual of Style (16th Edition):

Chao, Soomin. “A comparison of student motivation by program delivery method: self-efficacy, goal orientation, and belongingness in a synchronous online and traditional face-to-face environment.” 2015. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/531524/rec/135.

MLA Handbook (7th Edition):

Chao, Soomin. “A comparison of student motivation by program delivery method: self-efficacy, goal orientation, and belongingness in a synchronous online and traditional face-to-face environment.” 2015. Web. 10 Jul 2020.

Vancouver:

Chao S. A comparison of student motivation by program delivery method: self-efficacy, goal orientation, and belongingness in a synchronous online and traditional face-to-face environment. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/531524/rec/135.

Council of Science Editors:

Chao S. A comparison of student motivation by program delivery method: self-efficacy, goal orientation, and belongingness in a synchronous online and traditional face-to-face environment. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/531524/rec/135


University of Southern California

30. Greene, Michael Todd. Vocational education graduates: a mixed methods analysis on beliefs and influences of career choice and persistence.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 The aim and scope of this study can be stated in the form of a question as to whether students are influenced and motivated by… (more)

Subjects/Keywords: motivation; persistence; expectancy value; self-efficacy; intrinsic and extrinsic motivation; interest; vocational education

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

APA (6th Edition):

Greene, M. T. (2013). Vocational education graduates: a mixed methods analysis on beliefs and influences of career choice and persistence. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/337410/rec/7858

Chicago Manual of Style (16th Edition):

Greene, Michael Todd. “Vocational education graduates: a mixed methods analysis on beliefs and influences of career choice and persistence.” 2013. Doctoral Dissertation, University of Southern California. Accessed July 10, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/337410/rec/7858.

MLA Handbook (7th Edition):

Greene, Michael Todd. “Vocational education graduates: a mixed methods analysis on beliefs and influences of career choice and persistence.” 2013. Web. 10 Jul 2020.

Vancouver:

Greene MT. Vocational education graduates: a mixed methods analysis on beliefs and influences of career choice and persistence. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Jul 10]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/337410/rec/7858.

Council of Science Editors:

Greene MT. Vocational education graduates: a mixed methods analysis on beliefs and influences of career choice and persistence. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/337410/rec/7858

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