| dc.contributor.author | Loreto R. Prieto | |
| dc.contributor.author | Steven A. Meyers | |
| dc.date.accessioned | 2016-01-14T19:53:54Z | |
| dc.date.accessioned | 2016-03-30T15:32:04Z | |
| dc.date.available | 2016-01-14T19:53:54Z | |
| dc.date.available | 2016-03-30T15:32:04Z | |
| dc.date.issued | 1999-10-01 | |
| dc.identifier.citation | Prieto, L. R., & Meyers, S. A. (1999). Effects of Training and Supervision on the Self-Efficacy of Psychology Graduate Teaching Assistants. Teaching of Psychology, 26(4), 264-266. doi: 10.1207/s15328023top260404 | en_US |
| dc.identifier.uri | https://hdl.handle.net/11244/25513 | |
| dc.description.abstract | We surveyed psychology graduate teaching assistants (GTAs) to obtain information about their training and supervision and examined their sense of self-efficacy toward teaching as a function of these experiences. Results indicated that formal training has a positive, statistically significant effect on GTAs' sense of self-efficacy toward teaching. However, departments of psychology appear to offer GTAs formal training and supervision in an inconsistent manner. | en_US |
| dc.language.iso | en_US | en_US |
| dc.publisher | Teaching of Psychology | |
| dc.title | Effects of Training and Supervision on the Self-Efficacy of Psychology Graduate Teaching Assistants | en_US |
| dc.type | Research Article | en_US |
| dc.description.peerreview | Yes | en_US |
| dc.description.peerreviewnotes | https://us.sagepub.com/en-us/nam/manuscript-submission-guidelines | en_US |
| dc.identifier.doi | 10.1207/s15328023top260404 | en_US |
| dc.rights.requestable | false | en_US |
