Robert M. Klassen

D-Index & Metrics D-index (Discipline H-index) only includes papers and citation values for an examined discipline in contrast to General H-index which accounts for publications across all disciplines.

Discipline name Citations Publications World Ranking National Ranking

Psychology D-index 49 Citations 15,681 104 World Ranking 3991 National Ranking 410

Overview

What are the main themes of his work throughout his whole career to date

Robert M. Klassen bridges between several scientific fields such as Mathematics education and Pedagogy in his study of Special education. His Special education research extends to Mathematics education, which is thematically connected. In most of his Pedagogy studies, his work intersects topics such as Literacy. Robert M. Klassen integrates many fields in his works, including Literacy and Dyslexia. Dyslexia and Reading comprehension are inherently bound to his Reading (process) studies. His research on Reading comprehension often connects related topics like Reading (process). Robert M. Klassen combines Developmental psychology and Applied psychology in his studies. Robert M. Klassen performs integrative study on Applied psychology and Developmental psychology in his works. In his works, Robert M. Klassen undertakes multidisciplinary study on Social psychology and Goal orientation.

Robert M. Klassen most often published in these fields:

Developmental psychology (100.00%)
Social psychology (60.00%)
Mathematics education (60.00%)

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Best Publications

Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress.

Robert M. Klassen;Ming Ming Chiu.
(2010)

2924 Citations

Teacher Efficacy Research 1998–2009: Signs of Progress or Unfulfilled Promise?

Robert M. Klassen;Virginia M. C. Tze;Shea M. Betts;Kelly A. Gordon.
(2011)

1126 Citations

Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis

Robert M. Klassen;Virginia M.C. Tze.
(2014)

866 Citations

Academic Procrastination of Undergraduates: Low Self-Efficacy to Self-Regulate Predicts Higher Levels of Procrastination.

Robert M. Klassen;Lindsey L. Krawchuk;Sukaina Rajani.
(2008)

843 Citations

The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context

Robert M. Klassen;Ming Ming Chiu.
(2011)

698 Citations

Exploring the validity of a teachers’ self-efficacy scale in five countries

Robert M. Klassen;Mimi Bong;Ellen L. Usher;Wan Har Chong.
(2009)

686 Citations

Teachers’ Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context

Robert M. Klassen;Ellen L. Usher;Mimi Bong.
(2010)

513 Citations

Teachers' relatedness with students: An underemphasized component of teachers' basic psychological needs.

Robert M. Klassen;Nancy E. Perry;Anne C. Frenzel.
(2012)

512 Citations

Optimism and realism: A review of self‐efficacy from a cross‐cultural perspective