Relations of science teaching self-efficacy with instructional practices, student achievement and support, and teacher job satisfaction
- 23 December 2021
- journal article
- research article
- Published by Elsevier BV in Contemporary Educational Psychology
- Vol. 69, 102041
- https://doi.org/10.1016/j.cedpsych.2021.102041
Abstract
No abstract availableKeywords
This publication has 104 references indexed in Scilit:
- Predicting teachers' achievement goals for teaching: The role of perceived school goal structure and teachers' sense of efficacyTeaching and Teacher Education, 2013
- Classroom Climate and Contextual Effects: Conceptual and Methodological Issues in the Evaluation of Group-Level EffectsEducational Psychologist, 2012
- When PISA does not matter? The case of the Czech Republic and GermanyHuman Affairs, 2012
- Beliefs about Teaching Science: The relationship between elementary teachers’ participation in professional development and student achievementInternational Journal of Science Education, 2012
- A 2 × 2 taxonomy of multilevel latent contextual models: Accuracy–bias trade-offs in full and partial error correction models.Psychological Methods, 2011
- Intraclass Correlation Values for Planning Group-Randomized Trials in EducationEducational Evaluation and Policy Analysis, 2007
- Testing Mediational Models With Longitudinal Data: Questions and Tips in the Use of Structural Equation Modeling.Journal of Abnormal Psychology, 2003
- Evaluating Goodness-of-Fit Indexes for Testing Measurement InvarianceStructural Equation Modeling: A Multidisciplinary Journal, 2002
- Effects of discovery and expository instructional methods on the attitude of students to biologyJournal of Research in Science Teaching, 1991
- How Smaller Is Better: Some Relationships Between Class Size, Teaching Practices, and Student AchievementAmerican Educational Research Journal, 1986