self efficacy

Professional Skill Needs; Self-Efficacy; Job Satisfaction; Job Involvement; Organizational Commitment.

专业知能需求; 自我 效能; 工作满足; 工作投入; 组织承诺.

There are positive interrelationships between the organizational climate of schools and teachers'self-efficacy.

学校组织气氛与教师 自我 效能之间呈显著正相关.

It includes four core traits: self-esteem, locus of control, neuroticism, and generalized self-efficacy.

核心自我评价包括四种核心特质: 自尊 、 控制点 、 神经质和一般 自我 效能.

There are positive interrelationships between emotional labor and teachers'self-efficacy.

情绪劳务负荷与教师 自我 效能之间呈显著正相关.

There were two significant canonical factors among career maturity, career barrier, coping strategies and career self-efficacy.

大学女生之生涯 自我 效能有两个典型因素可以解释大学女生其生涯成熟 、 生涯阻隔与因应策略之变异情形.

In particular, output self-efficacy was a good predictor for English achievements all groups.

特别值得一提的是, 产出性 自我 效能可以较好地预测各层次学生的英语成绩.

Self-efficacy, which was put forward by Albert Bandura in 1977, can often predict how people behave.

自我 效能感是班杜拉1977年提出的概念,它对主体的行为有重要的预测作用.

Achievement goal orientation had influence on the magnitude and accuracy of metamemory monitoring via self-efficacy.

成就目标定向是以 自我 效能为中介来影响元记忆监测判断等级的高低及判断的准确性.

Chinese university non-English majors have low self-efficacy beliefs about English learning.

中国大学 非 英语专业生英语 自我 效能普遍较低.

There are some relation and between self-esteem and self-efficacy as core factors.

作为自我结构中的核心成分, 自尊 与 自我 效能既相互关联又彼此区分.

Measurably, global structure of self-esteem and special structures of self-efficacy are emphasized.

从测量上看, 自尊 注重测量整体结构, 自我 效能强调测量领域关联的特殊结构.

Objective : To investigate the relationship between self-efficacy and the style of attribution of middle school teachers.

目的: 考察中学教师归因方式与 自我 效能感的关系.

At present, my primary and junior high schools living of Self-efficacy is widespread and lower.

当前, 我国中小学生的 自我 效能感普遍较低.

Career self-efficacy shows significant predictability on the occupational scope of choices among Mastercandidate in Fudan Universtity.

复旦大学硕士毕业生的职业 自我 效能对其职业范围选择有较强的预测性.

Conclusion: The relationship between self-efficacy and the style of attribution of middle school teachers was variable.

结论: 中学教师归因方式与 自我 效能感之间的关系具有动态变化的特点.