• Abbasi, S., Moeini, M., Shahriari, M., Ebrahimi, M., Khoozani, E. K. (2018). Designing and manufacturing of educational multimedia software for preventing coronary artery disease and its effects on modifying the risk factors in patients with coronary artery disease. Electronic Journal of General Medicine, 15(3), em22. https://doi.org/10.29333/ejgm/85942.
• Ale, S. O. (1989). School mathematics in the 1990’s some major problems for developing countries. International Journal of Mathematical Education in Science and Technology, 20(5), 1-15. https://doi.org/10.1080/0020739890200502.
• Alvares-Nunez, T. M. (2012). Teacher self-efficacy: a link to student achievement in english language and mathematics in Belizean primary schools (Unpublished Doctorate Dissertation). Oklahoma: Oklahoma State University.
• Anderson, R., Greene, M., & Loewen, P. (1988). Relationships among teachers’ and students’ thinking skills, sense of efficacy, and student achievement. Alberta Journal of Educational Research, 34(2), 148-165.
• Armstrong, P. (2009). The impact of teacher characteristics on student performance: An analysis using hierarchical linear modelling. Stellenbosch Economic Working Papers: 25/14, A working paper of the department of economics and the bureau for economic research at the university of Stellenbosch. Stellenbosch: University of Stellenbosch.
• Atkinson, J. W. (1964). An introduction to motivation. Princeton, Princeton University.
• Ball, J. (2010). An analysıs of teacher self-efficacy, teacher trust, and collective efficacy in a Southwest Texas School District (Unpublished Doctorate Dissertation). U.S.A.: Texas A&M University.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
• Barmby, P., Kind, P., & Jones, K. (2008). Examining changing attitudes in secondary school science. International journal of science education, 30(8), 1075-1093. https://doi.org/10.1080/09500690701344966.
• Bautista, R. G. (2012). The Convergence of Mayer’s Model and Constructivist Model towards Problem Solving in Physics. Journal of Education and Practice, 3(10), 33-41.
• Beal, C. R., & Stevens, R. H. (2011).Improving students’ problem solving in a web-based chemistry simulation through embedded metacognitive messages. Technology, Instrumentation, Cognition and Learning, 8(3), 255-271.
• Bietenbeck, J. C. (2011). Teaching practices and student achievement: evidence from TIMSS (Unpublished Master Thesis). Madrid: Economics and Finance at the Centro de Estudios Monetarios Financieros.
• Bigge, M. L. & Hunt, M. P. (1980).Psychological foundations of education. New York: Harper & Row Publishers.
• Brouwers, A., & Tomic, W. (2003).A test of the factorial validity of the Teacher Efficacy Scale. Research in Education, 69, 67–80. https://doi.org/10.7227/RIE.69.6.
• Bullock, K., & Muschamp, Y. (2006) Learning about learning in the primary School. Cambridge Journal of Education, 36(1), 49-62. https://doi.org/10.1080/03057640500491112.
• Cardenas, H. J., & Cerado, E. C. (2016).School Climate, Teachers’ Efficiency and Learning Outcomes in Koronadal City Schools Division, Philippines. Journal of Modern Education Review, 6(1), 19–25. https://doi.org/10.15341/jmer(2155-7993)/01.06.2016/003.
• Caroli, de M. E., & Sagone, E. (2014). Generalized self-efficacy and well-being in adolescents with high vs. low scholastic self-efficacy. Procedia-Social and Behavioral Sciences, 141, 867-874. https://doi.org/10.1016/j.sbspro.2014.05.152.
• Chemers, M. M., Hu, L. T., & Garcia, B. F. (2001). Academic self-efficacy and first year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55-73. https://doi.org/10.1037/0022-0663.93.1.55.
• Clotfelter, C. T., Helen F. L. & Jacob L. V. (2007). How and Why Do Teacher Credentials Matter for Student Achievement?”CALDER Working Paper 2. Washington: The Urban Institute. https://doi.org/10.3386/w12828.
• Cohen, J. (1988). Statistical Power Analysis for the Behavioral Sciences. Hillsdale: LEA.
• DeWitz, S. J., Woolsey, M. L., & Walsh, W. B. (2009). College student retention: An exploration of the relationship between self-efficacy beliefs and purpose in life among college students. Journal of College Student Development, 50(1), 19-34. https://doi.org/10.1353/csd.0.0049.
• Ehrenberg, R. G., Brewer, D. J., Gamoran, A., & Willms, D. J. (2001). Class size and student achievement. Psychological Science in the Public Interest, 2(1), 1-30. https://doi.org/10.1111/1529-1006.003.
• Ehrenberg, M. F., Cox, D. N., & Koopman, R. F. (1991). The relationship between self-efficacy and depression in adolescents. Adolescence, 26(102), 361-382.
• Elliot, A. J., & McGregor, H. A. (2001). A 2× 2 achievement goal framework. Journal of Personality and Social Psychology, 80(3), 501-521. https://doi.org/10.1037/0022-3514.80.3.501.
• Gavora, P. (2010). Slovak pre-service teacher self-efficacy: theoretical and research considerations. The New Educational Review, 21(2) 17-30.
• Ghaderi, A., & Salehi, M. (2011). A study of the level of self-efficacy, depression and anxiety between accounting and management students: Iranian evidence. World Applied Science, 12(9), 1299-306.
• Gusthart, J., & Springings, E. (1989). Student learning as a measure of teaching effectiveness. Journal of Teaching in Physical Education, 8, 298–311. https://doi.org/10.1123/jtpe.8.4.298.
• Hackett, G. (1995). Self-efficacy and career choice and development. Cambridge: Cambridge University Press.
• Harris, D. N., & Sass, T. R. (2008). Teacher Training, Teacher Quality and Student Achievement. Washington: Center for the Analysis of Longitudinal Data in Education Research.
• Henson, R. K. (2001). The effects of participation in teacher research on teacher efficacy. Teaching and Teacher Education, 17, 819–836. https://doi.org/10.1016/S0742-051X(01)00033-6.
• Holbrook, J., Rannikmae, M., Yager, R., & DeVreese, P. (2003). Increasing the relevance of science education. Paper presented at The NARST 2003 Annual International Conference. Philadelphia, USA.
• Huber, M., Fruth, J. D., Avila-John, A., & Ramirez, E. (2016). Teacher self-efficacy and student outcomes: A transactional approach to prevention. Journal of Education and Human Development, 5(1), 46-54. https://doi.org/10.15640/jehd.v5n1a5.
• Jegede, S. A. (2007). Students’ anxiety towards the learning of chemistry in some Nigerian secondary schools. Educational Research and Review, 2(7), 193-197.
• Jex, S. M., & Dudanowski, D. M. (1992). Efficacy beliefs and work stress: an exploratory study. Journal of Organizational Behavior, 13, 262–279. https://doi.org/10.1002/job.4030130506.
• Kirillova, E. A., Kurbanov, R. A., Svechnikova, N. V., Zul’fugarzade, T. E., & Zenin, S. S. (2017). Problems of Fighting Crimes on the Internet. Journal of Advanced Research in Law and Economics, 8(3), 849-856.
• Kola, A. J. (2015). Importance of science education to national development and problems militating against its development. American Journal of Educational Research, 1(7), 225-229. https://doi.org/10.12691/education-1-7-2.
• Kwon, H. (2016). Effect of Middle School Students’ Motivation to Learn Technology on Their Attitudes toward Engineering. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), 2281-2294. https://doi.org/10.12973/eurasia.2016.1279a.
• Lavigne, G. L., Vallerand, R. J., & Miquelon, P. (2007). A motivational model of persistence in science and education: A self-determination theory approach. European Journal of Psychology of Education, 22, 351–369. https://doi.org/10.1007/BF03173432.
• Le, H., Casillas, A., Robbins, S. B., & Langley, R. (2005). Motivational and skills, social, and self-management predictors of college outcomes: Constructing the Student Readiness Inventory. Educational and Psychological Measurement, 65(3), 482-508. https://doi.org/10.1177/0013164404272493.
• Llbao, N., Sagun, J., Tamangan, E., Pattalitan, A., Dupa, M., & Bautista, R. (2016). Science learning motivation as correlate of students’ academic performances. Journal of Technology and Science Education, 6(3), 209-218. https://doi.org/10.3926/jotse.231.
• Maslow, A. H. (1955). Motivation and Personality. New York: Harper and Row.
• Mazumder, Q. (2014). Student Motivation and Learning Strategies of Students from USA, China and Bangladesh. International Journal of Evaluation and Research in Education, 3(4), 205-210. https://doi.org/10.11591/ijere.v3i4.6288.
• McClelland, D. (1995). Achievement motivation in relation to achievement-related recall. Motivation and Emotion, 19, 59-76. https://doi.org/10.1007/BF02260672.
• Midgley, C., Feldlaufer, H., & Eccles, J. S. (1989). Student/teacher relations and attitudes towards mathematics before and after the transition to junior high school. Child Development, 90, 981-992. https://doi.org/10.2307/1131038.
• Mojavezi, A., & Tamiz, M. P. (2012). The Impact of teacher self-efficacy on the students’ motivation and achievement. Theory and Practice in Language Studies, 2(3), 483-491. https://doi.org/10.4304/tpls.2.3.483-491.
• Moore, W., & Esselman, M. (1992). Teacher efficacy, empowerment, and a focused instructional climate: Does student achievement benefit? San Francisco: Paper presented at the annual meeting of the American Educational Research Association.
• Murray, H. A. (1938) Explorations in personality. New York: Oxford University Press.
• Napier, J. D., & Riley, J. P. (1985). Relationship between affective determinants and achievement in science for seventeen-year-olds. Journal of Research in Science Teaching, 22(4), 365–383. https://doi.org/10.1002/tea.3660220407.
• Nielsen, K., Yarker, J., Randall, R., & Munir, F. (2009). The mediating effects of team and self-efficacy on the relationship between transformational leadership, and job satisfaction and psychological well-being in healthcare professionals: A cross-sectional questionnaire survey. International Journal of Nursing Studies, 46, 1236–1244. https://doi.org/10.1016/j.ijnurstu.2009.03.001.
• Noar, S. M., Anderman, E. M., Zimmerman, R. S., & Cupp, P. K. (2005). Fostering achievement motivation in health education: Are we applying relevant theory to school-based HIV prevention programs?. Journal of Psychology & Human Sexuality, 16(4), 59-76. https://doi.org/10.1300/J056v16n04_04.
• O’Leary, A. (1992). Self-efficacy and health: behavioural and stress-physiological mediation. Cognitive Therapy and Research, 16, 229–245. https://doi.org/10.1007/BF01173490.
• Ochonogor, C. E. (2011). Performance Analysis of Science Education Undergraduates: A Case Study of Biology Education Students. US-China Education Review, 5, 682-690.
• Odogwu, H. N. (1994). Primary Secondary Teachers and the Teaching of time Concept in Schools. Education Today, 7(2), 1-19.
• Ohuche, R. O. (1978). Recent Attempts at Mathematics curriculum renewal in English Speaking West Africa. Abacus, 12(1), 35-48.
• Osborne, J. F., & Collins, S. (2001). Pupils’ views of the role and value of the science curriculum: a focus-group study. International Journal of Science Education, 23(5), 441- 468. https://doi.org/10.1080/09500690010006518.
• Pajares, F. (1996). Self-efficacy beliefs in achievement settings. Review of Educational Research, 66, 543-578. https://doi.org/10.3102/00346543066004543.
• Pajares, F., & Valiante, G. (1999). Grade level and gender differences in the writing selfbeliefs of middle school students. Contemporary Educational Psychology, 24, 390-405. https://doi.org/10.1006/ceps.1998.0995.
• Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research, and applications. Englewood Cliffs: Prentice Hall Merrill.
• Poledňová, I., Stranska, Z., & Niedobová, H. (2014). Achievement motivation of secondary school students in relation to their social position in the class. Problems of Psychology in the 21st Century, 8(1), 61-70.
• Porter, A. C., & Brophy, J. E. (1988). Synthesis of research on good teaching: Insights from the work of the institute for research on teaching. Educational Leadership, 45(8), 74-85.
• Rus, C.M., Radu, L.E., Vanvu, G.I. (2016). Motivation for Participating to Sports Competitions in School. Revista de Cercetare si Interventie Sociala, 52, 195-203.
• Reynolds, A. J., & Walberg, H. J. (1992). A structural model of science achievement and attitude: An extension to high school. Journal of Educational Psychology, 84(3), 371–382. https://doi.org/10.1037/0022-0663.84.3.371.
• Rink, J. E. (2013). Measuring teacher effectiveness in physical education. Research Quarterly for Exercise and Sport, 84, 407–418. https://doi.org/10.1080/02701367.2013.844018.
• Rivkin, S. G., Hanushek, E. A., Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458. https://doi.org/10.1111/j.1468-0262.2005.00584.x.
• Rockstroh, A. H. (2013). Teacher Characteristics on Student Achievement: An Examination of High Schools in Ohio (Unpublished Master Thesis). Kansas City: Martin School of Public Policy and Administration.
• Ronfeldt, M., Loeb, S., & Wyckoff, J. (2013). How teacher turnover harms student achievement. American Educational Research Journal, 50(1), 4-36. https://doi.org/10.3102/0002831212463813.
• Ross, J. A. (1992). Beliefs that make a difference: The origins and impacts of teacher efficacy. Paper presented at the Annual Meeting of the Canadian Association for Curriculum Studies. Canada.
• Ross, J. A., & Bruce, C. (2007). Self-assessment and professional growth: The case of a grade 8 mathematics teacher. Teaching and Teacher Education, 23(2), 146-159. https://doi.org/10.1016/j.tate.2006.04.035.
• Rotter, J. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80(1), 1–28. https://doi.org/10.1037/h0092976.
• Ruby, A. M. (2001). Hands-on science and student achievement. Retrieved from http://www.rand.org/pubs/rgs_dissertations/RGSD159.html.
• Say, S., Bag, H. (2017). The Evaluation of the Effect of a Newly Designed Computer Game on 7th Grade Students’ Motivation towards Science and Aggression. Eurasia Journal of Mathematics, Science and Technology Education, 13(8), 5379-5393. https://doi.org/10.12973/eurasia.2017.00831a.
• Schunk, S., & Pajares, F. (2001). Development of achievement motivation. San Diego: Academic Press.
• Shcherbakov, V. S., Ashmarina, S. I., Suraeva, M. O., Kurbanov, R. A., Belyalova, A. M., Gurbanov, R. A., & Torkunova, J. V. (2017). Iteration as a Regulatory Function of Education Management. Eurasian Journal of Analytical Chemistry, 12(7), 1211-1219. https://doi.org/10.12973/ejac.2017.00246a.
• Singh, K. (2011). Study of Achievement Motivation in Relation to Academic Achievement of Students. International Journal of Educational Planning & Administration, 1(2), 161-171.
• Spence, J. T., & Helmreich, R. L. (1983). Achievement-related motives and behaviors. In J. T. Spence (Ed.), Achievement and achievement motives. San Francisco, Calif: W. H. Freeman.
• Steinmayr, R., & Spinath, B. (2009). The importance of motivation as a predictor of school achievement. Learning and Individual Differences, 19(1), 80-90. https://doi.org/10.1016/j.lindif.2008.05.004.
• Stetz, T. A., Stetz, M. C., & Bliese, P. A. (2006). The importance of self-efficacy in the moderating effects of social support on stressor-strain relationships. Work & Stress, 20, 49–59. https://doi.org/10.1080/02678370600624039.
• Stipek, D., Givvin, K., Salmon, J., & MacGyvers, V. (1998). Can a teacher intervention improve classroom practices and student motivation in mathematics? Journal of Experimental Education, 66, 319–337. https://doi.org/10.1080/00220979809601404.
• Tella, A. (2007). The Impact of Motivation on Student’s Academic Achievement and Learning Outcomes in Mathematics among Secondary School Students in Nigeria. Eurasia Journal of Mathematics, Science & Technology Education, 3(2), 149-156. https://doi.org/10.12973/ejmste/75390.
• Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. https://doi.org/10.1016/S0742-051X(01)00036-1.
• Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68, 202–248. https://doi.org/10.3102/00346543068002202.
• Tuan, H. L., Chin, C. C., & Tsai, C. C. (2005). Investigating the Effectiveness of Inquiry Instruction on the Motivation of Different Learning Styles Students. Int J Sci Math Educ, 3, 541-566. https://doi.org/10.1007/s10763-004-6827-8.
• Uguroglu, M. E., & Walberg, H. J. (1979). Motivation and achievement: A quantitative analysis. American Educational Research Journal, 16(4), 375–389. https://doi.org/10.3102/00028312016004375.
• Umoinyang, I. E. (1999). Student socio-psychological factors as determinants of achievement in senior secondary mathematics (Unpublished Doctorate Dissertation). Ibadan: University of Ibadan.
• Wang, T.S., Hsieh, S.W. (2015). An Assessment of Individual and Technological Factors for Computing Validation: Motivation and Social Processes. Revista de Cercetare si Interventie Sociala, 50, 156-171.
• Ward, E. A. (1997). Multidimensionality of Achievement Motivation among Employed Adults. The Journal of Social Psychology, 137(4), 542-544. https://doi.org/10.1080/00224549709595476.
• Wayne, J., & Youngs, P. (2003). Teacher characteristics and student gains: A review. Review of Educational Research, 73(1), 89-122. https://doi.org/10.3102/00346543073001089.
• Wentzel, K. R. (1998). Social Relationship and Motivation in middle School. The Role of Parents, Teachers and Peers. British Journal of Education Psychology, 68(2) 35-43. https://doi.org/10.1037/0022-0663.90.2.202.
• Zellars, K. L., Hochwarter, W. A., Perrewe, P. L., Miles, A. K., & Kiewitz, C. (2001). Beyond self-efficacy: interactive effects of role conflict and perceived collective efficacy. Journal Of Managerial Issues, 13, 483–499.
• Zenzen, T. G. (2002). Achievement motivation (Unpublished Master Dissertation). U.S.A.: University of Winconston–stont Menomonie.
• Zimmerman, B. J. (1995). Self-efficacy and educational development. In A. Bandura (Ed.), Self-efficacy in changing societies (pp. 202–231). New York: Cambridge University Press. https://doi.org/10.1017/CBO9780511527692.009.

APA

Bal-Taştan, S., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., & Pavlushin, A. A. (2018). The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), 2353-2366. https://doi.org/10.29333/ejmste/89579

Vancouver

Bal-Taştan S, Davoudi SMM, Masalimova AR, Bersanov AS, Kurbanov RA, Boiarchuk AV, et al. The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students. EURASIA J Math Sci Tech Ed. 2018;14(6):2353-66. https://doi.org/10.29333/ejmste/89579

AMA

Bal-Taştan S, Davoudi SMM, Masalimova AR, et al. The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students. EURASIA J Math Sci Tech Ed. 2018;14(6), 2353-2366. https://doi.org/10.29333/ejmste/89579

Chicago

Bal-Taştan, Seçil, Seyed Mehdi Mousavi Davoudi, Alfiya R. Masalimova, Alexandr S. Bersanov, Rashad A. Kurbanov, Anna V. Boiarchuk, and Andrey A. Pavlushin. "The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students". Eurasia Journal of Mathematics, Science and Technology Education 2018 14 no. 6 (2018): 2353-2366. https://doi.org/10.29333/ejmste/89579

Harvard

Bal-Taştan, S., Davoudi, S. M. M., Masalimova, A. R., Bersanov, A. S., Kurbanov, R. A., Boiarchuk, A. V., and Pavlushin, A. A. (2018). The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students. Eurasia Journal of Mathematics, Science and Technology Education, 14(6), pp. 2353-2366. https://doi.org/10.29333/ejmste/89579

MLA

Bal-Taştan, Seçil et al. "The Impacts of Teacher’s Efficacy and Motivation on Student’s Academic Achievement in Science Education among Secondary and High School Students". Eurasia Journal of Mathematics, Science and Technology Education, vol. 14, no. 6, 2018, pp. 2353-2366. https://doi.org/10.29333/ejmste/89579