Stressors, Achievement Motivation, and Academic Performance Among University Faculty in China: The Moderating Effect of Self‐Efficacy

Documenti analoghi

• Understanding the Group Differences Among University Students: Exploring the Relationships Between School Climate, Teacher‒Student Interactions, Academic Self‐Efficacy, and Academic Achievement
  di: Zhenhua Zheng, et al.
  Pubblicazione: (2025)
• The Effect of Perceived Parental Academic Involvement on Achievement: The Mediating Role of Academic Motivation
  di: Samet Eker, et al.
  Pubblicazione: (2025)
• Teacher–Student Relationship and Academic Achievement Among Adolescents: A Moderated Mediation Model
  di: Yun Luo, et al.
  Pubblicazione: (2024)
• Understanding the Contribution of Well‐Being on Macau Students' Academic Achievement: Self‐Efficacy as an Explanatory Mechanism
  di: Soi Kei Ho
  Pubblicazione: (2025)
• Parental Educational Responsibility Beliefs, Parenting Efficacy Beliefs, and Adolescents' Academic Achievement in China: Evidence From CEPS
  di: Yongxiang Xie, et al.
  Pubblicazione: (2025)