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Pajares, E., & Schunk, D. H. (2002). Self and self-belief in psychology and education: A historical perspective. In J. Aronson (Ed.), Improving academic achievement impact of psychological factors on education (pp. 3-21). Amsterdam: Academic Press.
http://dx.doi.org/10.1016/B978-012064455-1/50004-X

has been cited by the following article:

• TITLE: Concerns, Knowledge, and Efficacy: An Application of the Teacher Change Model to Data Driven Decision-Making Professional Development

  AUTHORS: Karee E. Dunn, Denise T. Airola, Mickey Garrison

  KEYWORDS: Efficacy; Concerns; Anxiety; Data Driven Decision-Making

  JOURNAL NAME: Creative Education, Vol.4 No.10, October 21, 2013

  ABSTRACT: The purpose of this theoretical and qualitative work was two-fold. First, the Triadic Change Model (TCM) was presented and explained. Second, the TCM was used to develop an assessment framework in order to evaluate teachers’ status in the change process associated with the adoption of Data Driven Decision Making (DDDM) in the United States. One dominant profile emerged through the use of the TCM assessment framework. In this profile, teachers manifested concerns indicating they were reluctant to engage in DDDM, held moderate efficacy for DDDM, experienced moderate levels of anxiety associated with DDDM, and showed low levels of knowledge required for effective DDDM. Research-based recommendations for practice and future research are discussed for this profile.