Why are Chinese univer-sity teachers (not) confident in their competence to teach? The relationships between faculty-perceived stress and self-efficacy

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Journal: INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH Year:2020 | Volume:100 | Issue:- Page(s): 0-0

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Title

Why are Chinese univer-sity teachers (not) confident in their competence to teach? The relationships between faculty-perceived stress and self-efficacy

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Abstract

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Comparison of the Effectiveness of Mother’ s Mindfulness-based Cognitive Therapy and Cognitive Emotion Regulation Training on Externalizing Disorder and Self-efficacy of Aggressive Children

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APA: Copy

. (2020). Why are Chinese univer-sity teachers (not) confident in their competence to teach? The relationships between faculty-perceived stress and self-efficacy. INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, 100(-), 0-0. SID. https://sid.ir/paper/757217/en

Vancouver: Copy

. Why are Chinese univer-sity teachers (not) confident in their competence to teach? The relationships between faculty-perceived stress and self-efficacy. INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH[Internet]. 2020;100(-):0-0. Available from: https://sid.ir/paper/757217/en

IEEE: Copy

, “Why are Chinese univer-sity teachers (not) confident in their competence to teach? The relationships between faculty-perceived stress and self-efficacy,” INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH, vol. 100, no. -, pp. 0–0, 2020, [Online]. Available: https://sid.ir/paper/757217/en

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