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Publications

[for educational use only]

Peura, P. I., Viholainen, H. J. K., Aro, T. J. K., Raikkonen, E. M., Sorvo, R. A., Usher, E. L., Klassen, R. M., & Aro, M. T. (in press). Specificity of reading self-efficacy among primary school childrenJournal of Experimental Education.

Picha, K., Jochimsen, K., Heebner, N. R., Abt, J. P., Usher, E. L., Capilouto, G. J., & Uhl, T. (in press). Measurement of self-efficacy in musculoskeletal rehabilitation: A systematic reviewMusculoskeletal Care.

Usher, E. L., Li, C. R., Butz, A. R., & Rojas, J. P.  (in press).  Perseverant grit and self-efficacy: Are both essential for children’s academic success? Journal of Educational Psychology.

Love, A. M. A., *Butz, A. R., Usher, E. L., & *Waiters, B. L. (2018). Open-ended responses from early adolescents: Method mattersJournal of Adolescence67, 31-34. doi: 10.1016/j.adolescence.2018.05.007

Usher, E. L. (2018). Acknowledging the Whiteness of motivation research: Seeking cultural relevance. Educational Psychologist. doi: 10.1080/00461520.2018.1442220

Usher, E. L., & Schunk, D. H. (2018). Social cognitive theoretical perspective of self-regulation. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed., pp. 19-35). New York: Routledge.

Usher, E. L., & *Weidner, B. L. (2018). Sociocultural influences on self-efficacy development. In G. A. D. Liem & D. M. McInerney (Eds.), Big theories revisited 2. Charlotte, NC: Information Age.

Baker, C., McKeon, J. M. M., & Usher, E. L. (2017). Development of the Self-Efficacy for Balance Scale (SEBS) for young active individuals. Journal of Clinical Sport Psychology, 11, 352-373. doi: 10.1123/JCSP.2016-0037

Morris, D. B., Usher, E. L., & Chen, J. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29, 795-833. http://dx.doi.org/10.1007/s10648-016-9378-y

Ahn, H. S., Usher, E. L., Butz, A. R., & Bong, M. (2016). Cultural differences in the understanding of modelling and feedback as sources of self‐efficacy information. British Journal of Educational Psychology, 86(1), 112-136. doi:10.1111/bjep.12093

Mamaril, N. A., Usher, E. L., Li, C. R., Economy, D. R., & Kennedy, M. S. (2016). Measuring undergraduate students’ engineering self-efficacy: A scale  validation. Journal of Engineering Education, 105, 366-395. doi: 10.1002/jee.20121

Butz, A. R., & Usher, E. L. (2015). Salient sources of self-efficacy in reading and mathematics. Contemporary Educational Psychology, 42, 49-61. doi:10.1016/j.cedpsych.2015.04.001

Kennedy, M. S., Usher, E. L., Mamaril, N. A., *Economy, D. R., Li, C. R., & Sharp, J. (2015). Undergraduate students’ materials science and engineering self-efficacy:  Assessment and implications. Proceedings of the 2015 ASEE Annual Conference and Exposition, Seattle, Washington.

Toland, M. D., & Usher, E. L. (2015). Assessing mathematics self-efficacy: How many categories do we really need? Journal of Early Adolescence, 36(1), 1-29. doi: 10.1177/0272431615588952

Usher, E. L. (2015). Personal capability beliefs. In L. Corno & E. H. Anderman (Eds.), Handbook of educational psychology (3rd ed., pp. 146-159). New York, NY: Taylor & Francis.

Usher, E. L., Mamaril, N. A., *Li, C. R., *Economy, D. R., & Kennedy, M. S. (2015). Sources of self-efficacy in undergraduate engineering. Proceedings of the 2015 ASEE Annual Conference and Exposition, Seattle, Washington.

Ruble, L. A., Toland, M. D., Birdwhistell, J. L., McGrew, J. H., & Usher, E. L. (2013). Preliminary study of the Autism Self-Efficacy Scale for Teachers (ASSET). Research in Autism Spectrum Disorders, 24, 1151-1159.

Chen, J. A., & Usher, E. L. (2013). Profiles of the sources of science self-efficacy. Learning and Individual Differences, 24, 11-21. doi: 10.1016/j.lindif.2012.11.002

Mamaril, N. A., Economy, D. R., Usher, E. L., & Kennedy, M. S. (2013). An examination of students’ motivation in engineering service courses. Proceedings of the 2013 Frontiers in Education Conference, Oklahoma, 1825-1827. doi: 10.1109/FIE.2013.6685152

Gaffney, J. D. H., Housley Gaffney, A. L., Usher, E. L., & Mamaril, N. A. (2013). How an activity-learning class influences physics self-efficacy in pre-service teachers. Proceedings of the American Institute of Physics 1513, 134-137. doi: 10.1063/1.4789670

Piercey. R. R. (2013). Reading self-efficacy in early adolescence: Which measure works best? (Unpublished doctoral dissertation). University of Kentucky, Lexington, KY.

Schunk, D. H., & Usher, E. L. (2013). Barry Zimmerman’s theory of self-regulated learning. In H. Bembenutty, T. J. Cleary, & A. Kitsantas (Eds.), Applications of self-regulated learning across diverse disciplines: A tribute to Barry J. Zimmerman. Charlotte, NC: Information Age.

Schunk, D. H., & Usher, E. L. (2012). Social cognitive theory and motivation. In R. Ryan (Ed.), The Oxford handbook of human motivation (pp. 13-27). New York, NY: Oxford University Press.

Joet, G., Usher, E. L., & Bressoux, P. (2011). Sources of self-efficacy: An investigation of elementary school students in France. Journal of Educational Psychology, 103, 649-663. doi: 10.1037/a0024048.

Morris, D. B., & Usher, E. L. (2011). Developing teaching self-efficacy in research institutions: A study of award-winning professors. Contemporary Educational Psychology, 26(2), 67-74.

Ruble, L. A., Usher, E. L., & McGrew, J. (2011). Special education and students with autism: Preliminary investigation of teacher self-efficacy and its sources. Focus on Autism and Other Developmental Disabilities.

Schunk, D. H., & Usher, E. L. (2011). Assessing self-efficacy for self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 282-297). New York, NY: Routledge.

Alviar-Martin, T., & Usher, E. L. (2010). Enacting democracy in two international schools. In F. Salili & R. Hoosain (Eds.), Research in multicultural education and international perspectives (pp. 291-316). Charlotte, NC: Information Age.

Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural contextJournal of Experimental Education, 78, 464-486. doi: 10.1080/00220970903292975

Klassen, R. M., & Usher, E. L. (2010). Self-efficacy in educational settings: Recent research and emerging directions. In T. C. Urdan & S. A. Karabenick (Eds.), Advances in motivation and achievement: Vol. 16A. The decade ahead: Theoretical perspectives on motivation and achievement (pp. 1-33). Bingley, United Kingdom: Emerald Publishing Group.

Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y. F., & Georgiou, T. (2009). Exploring the validity of the Teachers’ Self-Efficacy Scale in five countriesContemporary Educational Psychology34, 67-76.

Usher, E. L. (2009). Sources of middle school students’ self-efficacy in mathematics: A qualitative investigation of student, teacher, and parent perspectives. American Educational Research Journal46, 275-314.

Usher, E. L., & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology34, 89-101.

Pajares, F., & Usher, E. L. (2008). Self-efficacy, motivation, and achievement in school from the perspective of reciprocal determinism. In M. Maehr, T. C. Urdan, & S. Karabenick (Eds.), Advances in motivation and achievement. Vol. 15: Social psychological perspectives (pp. 391-423). Bingley, United Kingdom: Emerald Group Publishing Limited.

Usher, E. L., & Pajares, F. (2008). Self-efficacy for self-regulated learning: A validation study. Educational and Psychological Measurement68, 443-463.

Usher, E. L., & Pajares, F. (2008). Sources of self-efficacy in school: Critical review of the literature and future directions. Review of Educational Research78, 751-796.

Pajares, F., Johnson, M. J., & Usher, E. L. (2007). Sources of writing self-efficacy beliefs of elementary, middle, and high school students. Research in the Teaching of English42, 104-120.

Usher, E. L., & Pajares, F. (2006). Inviting confidence in school: Invitations as a critical source of the academic self-efficacy beliefs of entering middle school students. Journal of Invitational Theory and Practice12, 7-16.

Usher, E. L., & Pajares, F. (2006). Sources of academic and self-regulatory efficacy beliefs of entering middle school students. Contemporary Educational Psychology31, 125-141.