Академический Документы
Профессиональный Документы
Культура Документы
Bandura, A., Adams, N. E., Hardy, A. B., & Howells, G. N. (1980). Tests of the
generality of self-efficacy theory. Cognitive Therapy and Research, 4, 39-66.
Bandura, A., & Locke, E. A. (2003). Negative self-efficacy and goal effects
revisited. Journal of Applied Psychology, 88(1), 87-99. doi:10.1037/0021-
9010.88.1.87
Boekaerts, M., Pintrich, P. R., & Zeidner, M. (Eds.) (2000). Handbook of self-
regulation. San Diego, CA: Academic.
Caprara, Vecchione, M., Alessandri, G., Gerbino, M., & Barbaranelli, G. (2011).
The contribution of personality traits and self-efficacy beliefs to academic
achievement: a longitudinal study. British Journal of Educational Psychology,
81, 78-96. doi: 10.1348/2044-8279.002004
Coimbra, S., & Fontaine, A. M. (2010). Será que sou capaz? Estudo diferencial
de autoeficácia com alunos do nono ano. Revista Brasileira de Orientação
Profissional, 11(1), 5-22.
Kim, K. M., & Fox, M. H. (2006). Moving to a holistic model of health among
persons with mobility disabilities. Qualitative Social Work, 5, 470-488.
Lent, R. W., Brown, S., & Hackett, G. (1994). Toward a Unifying Social Cognitive
Theory of Career and Academic Interest, Choice, and Performance. Journal of
Vocational Behavior, 45(1), 79-122.
Linnenbrink, E. A., & Pintrich, P. R. (2002). Achievement goal theory and affect:
An asymmetrical bidirectional model. Educational Psychologist, 37, 69-78.
Martín-Albo, J., Núñez, J., Navarro, J. & Grijalvo, F. (2007). The Rosenberg Self-
Esteem Scale: translation and validation in university students. The Spanish
Journal of Psychology, 10(2), 458-467.
Moynihan, L.M., Roehling, M.V., LePine, M.A. & Boswell, W.R. (2003). A
longitudinal study of the relationships among job search self-efficacy, job
interviews, and employment outcomes. Jounal of Business and Psychology,
18(2), 207-233.
Pajares, F., & Olaz, F. (2008). Teoria social cognitiva e autoeficácia: Uma visão
geral. In A. Bandura, R. G. Azzi & S. Polydoro, Teoria Social Cognitiva:
Conceitos básicos (pp. 97-114). Porto Alegre: Artmed.
Pintrich, P.R., & Roeser, R.W. (1994). Classroom and individual differences in
early adolescents' motivation and self-regulated learning. Journal of Early
Adolescence, 14(2), 139-162.
Reid, H. L. (2008). Career guidance for at risk young people: constructing a way
forward. In J. A. Athanasou & R. Van Esbroeck (Eds.), International handbook
of career guidance (pp. 461-485). New York: Springer Science+Business
Media B.V.
Robins, R. & Trzesniewski, K. (2005). Self-esteem development across the life
span. Current Directions in Psychological Science, 14(3), 158-162.
Veiga, F. H., Moura, H., Sá, L. & Rodrigues, A. (2006). Expectativas escolares e
profissionais dos jovens: sua relação com o rendimento e as percepções de si
mesmos como alunos. In Actas do VIII Congresso Galaico Português de
Psicopedagogia. Braga: Universidade do Minho.
Veleska, Z., Geckova, A., Gajdosova, B., Orosova, O., VanDijk, J. & Reijneveld, S.
(2009). Self-esteem and resilience: the connection with risky behavior among
adolescents. Addictive Behaviors, 34, 287–291.
Vieira, D., Maia, J., & Coimbra, J.L. (2007). Do ensino superior para o trabalho:
Análise factorial confirmatória da escola de auto-eficácia na transição para o
trabalho (AETT). Avaliação Psicológica, 6(1), 3-12.
Zambom, M. P., Azzi, R. G., Polydoro, S. A. J., De Rose, T. M., & Guerreiro-
Casanova, D. C. (2011). Relations entre perceptions de la structure de la classe,
auto-efficacité, buts d'accomplissement, stratégies d'apprentissage et
performance dans un groupe de brésiliens. Congrès 2011 de l'Association
Francophone Internationale de Recherche Scientifique em Education (p. 147-
151), UNESCO. Paris, França.