Robert (Rob) Klassen joined the University of Oxford as Professor of Education in November 2023.  

Rob was previously at the University of York, where he worked from 2012 as Professor and Chair of the Psychology in Education Research Centre. Before coming to the UK, Rob was Assistant, Associate, and Full Professor in the Department of Educational Psychology at the University of Alberta (2004-2012). Before entering academia he worked as an educational psychologist and high school teacher in his hometown of Vancouver. 

Rob’s primary research interests are in building an understanding of teacher motivation and development across the career span and across countries. His current work aims to develop and test theory-informed technological interventions related to teacher and school leader recruitment, selection, and development.  

Rob has published over 100 peer-reviewed journal articles, chapters, and books. Recent projects have been funded by the ESRC, the ERC, GIZ, and the World Bank, with recent projects in the UK, Australia, Africa (Morocco, Kenya, South Africa), and Europe. He has served as advisor to education ministries in England, Africa, Australia, Europe, and South America. In 2023 he founded the spinout company, TSP, in collaboration with the University of York. He is a Fellow of the Academy of Social Sciences and the American Psychological Association, and has served on editorial boards for the British Journal of Educational Psychology, the Journal of Educational Psychology, and the Oxford Review of Education.
 

Representative research includes: 

On teacher recruitment: Klassen, R. M., Rushby, J. V., & Wang, H. (2023). Can an online scenario-based learning activity influence preservice teachers’ self-efficacy, person-vocation fit, and career intentions? Computers and Education, 207, 104935. 

On teacher retention: Wang, H., & Klassen, R. M. (2023). Longitudinal relations between teachers’ utility values and quitting intentions. Teaching and Teacher Education, 127, 104109.

On teacher selection: Klassen, R. M., & Kim, L. E. (2021). Teacher selection: Evidence-based practices. Springer, ISBN 978-3-030-76186-8.

Research

Books

  • Maulana, R., Helms-Lorenz, M., & Klassen, R. (2023). Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights (pp. 1-800).
    https://doi.org/10.1007/978-3-031-31678-4

  • Klassen, R., & Kim, L. (2021). Teacher Selection: Evidence-Based Practices (pp. 1-165).
    https://doi.org/10.1007/978-3-030-76188-2

  • Klassen, R., & Kim, L. (2017). Design of aptitude and motivation assessments for Malawian primary teacher education applicants. GIZ.

  • Durksen, T., & Klassen, R. (2016). The development of a context-specific scenario-based assessment of teachers’ non-academic attributes. New South Wales Department of Education.

  • Beauchamp, L., Klassen, R., Parsons, J., Durksen, T., & Taylor, L. (2014). Exploring the development of teacher efficacy through professional learning experiences. Alberta Ministry of Education.

    • Book chapters

  • Maulana, R., Helms-Lorenz, M., & Klassen, R. (2023). Prologue. In Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights (pp. 1-4).
    https://doi.org/10.1007/978-3-031-31678-4_1

  • Klassen, R., Rushby, J., & Durksen, T. (2023). Teacher recruitment. In A competency-based approach. Elsevier.

  • Klassen, R., Rushby, J., & Durksen, T. (2022). Teacher recruitment: a competency-based approach. In International Encyclopedia of Education: Fourth Edition (pp. 329-338).
    https://doi.org/10.1016/B978-0-12-818630-5.04083-5

  • Klassen, R., & Kim, L. (2017). Assessing critical attributes of prospective teachers: Implications for selection into initial teacher education programs. In BJEP (pp. 5-22).

  • Klassen, R., & Kim, L. (2017). Assessing critical attributes of prospective teachers. In Implications for selection into initial teacher education programs. (pp. 5-22).

  • Klassen, R., Durksen, T., Patterson, F., & Rowett, E. (2017). Filtering functions of assessment for selection into initial teacher education programs. In International handbook of research in teacher education. SAGE.

  • Klassen, R. (2017). Procrastination. In Encyclopedia of adolescence, 2nd ed.. Springer.

  • Anderman, L., & Klassen, R. (2015). Being a teacher: Efficacy, emotions, and interpersonal relationships in the classroom. In Handbook of Educational Psychology: Third Edition (pp. 402-414).

  • Klassen, R., & Durksen, T. (2015). Recent advances in research on teacher motivation and emotions. In The Routledge International Handbook of Social Psychology of the Classroom (pp. 339-349).
    https://doi.org/10.4324/9781315716923

  • Klassen, R., Durksen, T., & Tze, V. (2014). Teachers’ self-efficacy beliefs: Ready to move from theory to practice?. In Teacher motivation: Theory and practice (pp. 192-223). Routledge.

  • Klassen, R., Durksen, T., & Tze, V. (2013). Culture, context, and collective confusion: Exploring teachers’ motivation in cross-cultural contexts. In G. Liem & A. Bernardo (Eds.), Advancing Cross-Cultural Perspectives on Educational Psychology (pp. 193-201). Information Age Publishing.

  • Klassen, R., Durksen, T., & Tze, V. (2013). Culture, context, and collective confusion. In G. Liem & A. Bernardo (Eds.), Exploring teachers’ motivation in cross-cultural contexts. (pp. 193-201). Information Age Publishing.

  • Klassen, R., Krawchuk, L., & Hannok, W. (2011). Academic procrastination in adolescence. In Encyclopedia of adolescence (pp. 2181-2186). Springer.

  • Klassen, R., & Usher, E. (2010). SELF-EFFICACY IN EDUCATIONAL SETTINGS: RECENT RESEARCH AND EMERGING DIRECTIONS. In DECADE AHEAD: THEORETICAL PERSPECTIVES ON MOTIVATION AND ACHIEVEMENT (pp. 1-33).
    https://doi.org/10.1108/S0749-7423(2010)000016A004

  • Klassen, R. (2008). Adolescent amotivation: How one rugby game and two teachers changed the course of an academic life. In Adolescence and education: Vol. 4. (pp. 68-75).

  • Klassen, R., & Welton, C. (2008). Self-efficacy and procrastination in the writing of individuals with learning disabilities. In Writing instruction and assessment for struggling writers: From theory to evidence-based practices (pp. 51-74). The Guilford Press.

  • Klassen, R. (2006). Too much confidence? The self-efficacy beliefs of adolescents with learning disabilities. In Self-efficacy beliefs of adolescents (pp. 181-200). Information Age Publishing.

    • Journal articles

  • Tickell, R., & Klassen, R. (2024). Developing the teacher mentoring? self-efficacy scale (TMSES) using the delphi method and exploratory factor analysis. Teaching and Teacher Education, 139.
    https://doi.org/10.1016/j.tate.2023.104452

  • Bardach, L., Huang, Y., Richter, E., Klassen, R., & Richter, D. (2023). Revisiting effects of teacher characteristics on physiological and psychological stress: a virtual reality study. Scientific Reports, 13(1).
    https://doi.org/10.1038/s41598-023-49508-0https://ora.ox.ac.uk/objects/uuid:99fd7c43-5fcd-4f40-bc4d-988d1afa2216

  • Klassen, R., Wang, H., & Rushby, J. (2023). Can an online scenario-based learning intervention influence preservice teachers’ self-efficacy, career intentions, and perceived fit with the profession?. Computers & Education, 207.
    https://doi.org/10.1016/j.compedu.2023.104935https://ora.ox.ac.uk/objects/uuid:d75e4b41-a81f-478c-9dde-5ac2018af3b1

  • Xu, X., & Klassen, R. (2023). Chinese and British university teachers’ emotional reactions to students’ disruptive classroom behaviors. Sustainability, 15(15).
    https://doi.org/10.3390/su151511798https://ora.ox.ac.uk/objects/uuid:0188b52e-d580-4906-bb57-f28ce8f76fcc

  • Wang, H., & Klassen, R. (2023). Longitudinal relationships between teachers’ utility values and quitting intentions: a person-organization fit perspective. Teaching and Teacher Education, 127.
    https://doi.org/10.1016/j.tate.2023.104109https://ora.ox.ac.uk/objects/uuid:530e0762-e685-4f45-9f98-83122dafd53c

  • Klassen, R., Granger, H., & Bardach, L. (2023). Attracting prospective STEM teachers using realistic job previews: a mixed methods study. European Journal of Teacher Education, 46(3), 533-555.
    https://doi.org/10.1080/02619768.2021.1931110

  • Bardach, L., Huang, Y., Richter, E., Klassen, R., & Richter, D. (2023). Revisiting Effects of Cognitive and Non-cognitive Teacher Characteristics on Stress. Scientific Reports.

  • Bardach, L., Klassen, R., & Perry, N. (2022). Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review. Educational Psychology Review, 34(1), 259-300.
    https://doi.org/10.1007/s10648-021-09614-9

  • Thommen, D., Grob, U., Lauermann, F., Klassen, R., & Praetorius, A.-K. (2022). Different Levels of Context-Specificity of Teacher Self-Efficacy and Their Relations With Teaching Quality. Frontiers in Psychology, 13, 857526.
    https://doi.org/10.3389/fpsyg.2022.857526

  • Roza, J., Frenzel, A., & Klassen, R. (2022). The teacher-class relationship: A mixed-methods approach to validating a new scale. Zeitschrift Fur Padagogische Psychologie, 36(1-2), 115-132.
    https://doi.org/10.1024/1010-0652/a000328

  • Bardach, L., Yanagida, T., Klassen, R., & Lueftenegger, M. (2022). Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages. JOURNAL OF EXPERIMENTAL EDUCATION, 90(1), 130-145.
    https://doi.org/10.1080/00220973.2020.1729081

  • Bardach, L., Rushby, J., & Klassen, R. (2021). The selection gap in teacher education: Adverse effects of ethnicity, gender, and socio-economic status on situational judgement test performance. The British Journal of Educational Psychology, 91(3), 1015-1034.
    https://doi.org/10.1111/bjep.12405

  • Klassen, R., Rushby, J., Maxwell, L., Durksen, T., Sheridan, L., & Bardach, L. (2021). The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements. Teaching and Teacher Education, 104.
    https://doi.org/10.1016/j.tate.2021.103385

  • Klassen, R., Rushby, J., Durksen, T., & Bardach, L. (2021). Examining teacher recruitment strategies in England. Journal of Education for Teaching, 47(2), 163-185.
    https://doi.org/10.1080/02607476.2021.1876501

  • Bardach, L., & Klassen, R. (2021). Teacher motivation and student outcomes: Searching for the signal. Educational Psychologist, 56(4), 283-297.
    https://doi.org/10.1080/00461520.2021.1991799

  • Bardach, L., Rushby, J., Kim, L., & Klassen, R. (2021). Using video- and text-based situational judgement tests for teacher selection: a quasi-experiment exploring the relations between test format, subgroup differences, and applicant reactions. European Journal of Work and Organizational Psychology, 30(2), 251-264.
    https://doi.org/10.1080/1359432X.2020.1736619

  • Bardach, L., Klassen, R., Durksen, T., Rushby, J., Bostwick, K., & Sheridan, L. (2021). The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers. COMPUTERS & EDUCATION, 169.
    https://doi.org/10.1016/j.compedu.2021.104194

  • Yang, S., Ng, P., Chiu, R., Li, S., Klassen, R., & Su, S. (2020). Criteria for adulthood, resilience, and self-esteem among emerging adults in Hong Kong: A path analysis approach. Children and Youth Services Review, 119.
    https://doi.org/10.1016/j.childyouth.2020.105607

  • Bardach, L., & Klassen, R. (2020). Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness. Educational Research Review, 30.
    https://doi.org/10.1016/j.edurev.2020.100312

  • Klassen, R., Kim, L., Rushby, J., & Bardach, L. (2020). Can we improve how we screen applicants for initial teacher education?. Teaching and Teacher Education, 87.
    https://doi.org/10.1016/j.tate.2019.102949

  • Al Hashmi, W., & Klassen, R. (2020). Developing a situational judgement test for admission into initial teacher education in Oman: An exploratory study. International Journal of School and Educational Psychology, 8(S1), 187-198.
    https://doi.org/10.1080/21683603.2019.1630042

  • Abós, Á, Sevil-Serrano, J., Kim, L., Klassen, R., & García-González, L. (2019). How Should Stressors Be Examined in Teachers? Answering Questions about Dimensionality, Generalizability and Predictive Effects Using the Multicontext Stressors Scale. International Journal of Environmental Research and Public Health, 16(18), E3388.
    https://doi.org/10.3390/ijerph16183388

  • Klassen, R., & Kim, L. (2019). Selecting teachers and prospective teachers: A meta-analysis. Educational Research Review, 26, 32-51.
    https://doi.org/10.1016/j.edurev.2018.12.003

  • Ismayilova, K., & Klassen, R. (2019). Research and teaching self-efficacy of university faculty: Relations with job satisfaction. International Journal of Educational Research, 98, 55-66.
    https://doi.org/10.1016/j.ijer.2019.08.012

  • Kim, L., & Klassen, R. (2019). Corrigendum to “Teachers’ cognitive processing of complex school-based scenarios: Differences across experience levels” (Teaching and Teacher Education (2018) 73 (215–226), (S0742051X17320437) (10.1016/j.tate.2018.04.006)). Teaching and Teacher Education, 77, 388.
    https://doi.org/10.1016/j.tate.2018.10.004

  • Klassen, R., Durksen, T., Al Hashmi, W., Kim, L., Longden, K., Metsäpelto, R., Poikkeus, A., & Györi, J. (2019). Corrigendum to “National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries” (Teaching and Teacher Education (2018) 72 (64–74), (S0742051X17314580) (10.1016/j.tate.2018.03.001)). Teaching and Teacher Education, 77, 389.
    https://doi.org/10.1016/j.tate.2018.10.005

  • Peura, P., Viholainen, H., Aro, T., Raikkonen, E., Usher, E., Sorvo, R., Klassen, R., & Aro, M. (2019). Specificity of Reading Self-Efficacy Among Primary School Children. JOURNAL OF EXPERIMENTAL EDUCATION, 87(3), 496-516.
    https://doi.org/10.1080/00220973.2018.1527279

  • Kim, L., Jörg, V., & Klassen, R. (2019). A Meta-Analysis of the Effects of Teacher Personality on Teacher Effectiveness and Burnout. Educational Psychology Review, 31(1), 163-195.
    https://doi.org/10.1007/s10648-018-9458-2

  • Yerdelen, S., Durksen, T., & Klassen, R. (2018). An international validation of the engaged teacher scale. Teachers and Teaching: Theory and Practice, 24(6), 673-689.
    https://doi.org/10.1080/13540602.2018.1457024

  • Kim, L., & Klassen, R. (2018). Teachers’ cognitive processing of complex school-based scenarios: Differences across experience levels. Teaching and Teacher Education, 73, 215-226.
    https://doi.org/10.1016/j.tate.2018.04.006

  • Klassen, R., Durksen, T., Al Hashmi, W., Kim, L., Longden, K., Metsäpelto, R., Poikkeus, A., & Györi, J. (2018). National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries. Teaching and Teacher Education, 72, 64-74.
    https://doi.org/10.1016/j.tate.2018.03.001

  • Durksen, T., & Klassen, R. (2018). The development of a situational judgement test of personal attributes for quality teaching in rural and remote Australia. Australian Educational Researcher, 45(2), 255-276.
    https://doi.org/10.1007/s13384-017-0248-5

  • Klassen, R., & Klassen, J. (2018). Self-efficacy beliefs of medical students: a critical review. Perspectives on Medical Education, 7(2), 76-82.
    https://doi.org/10.1007/s40037-018-0411-3

  • Khong, J., Liem, G., & Klassen, R. (2017). Task performance in small group settings: the role of group members’ self-efficacy and collective efficacy and group’s characteristics. Educational Psychology, 37(9), 1082-1105.
    https://doi.org/10.1080/01443410.2017.1342767

  • Durksen, T., Klassen, R., & Daniels, L. (2017). Motivation and collaboration: The keys to a developmental framework for teachers’ professional learning. Teaching and Teacher Education, 67, 53-66.
    https://doi.org/10.1016/j.tate.2017.05.011

  • Durksen, T., Klassen, R., & Daniels, L. (2017). Motivation and collaboration:. Teaching and Teacher Education, 67, 53-66.

  • Praetorius, A., Lauermann, F., Klassen, R., Dickhäuser, O., Janke, S., & Dresel, M. (2017). Longitudinal relations between teaching-related motivations and student-reported teaching quality. Teaching and Teacher Education, 65, 241-254.
    https://doi.org/10.1016/j.tate.2017.03.023

  • McIntyre, N., Mainhard, M., & Klassen, R. (2017). Are you looking to teach? Cultural, temporal and dynamic insights into expert teacher gaze. Learning and Instruction, 49, 41-53.
    https://doi.org/10.1016/j.learninstruc.2016.12.005

  • Praetorius, A., McIntyre, N., & Klassen, R. (2017). Reactivity effects in video-based classroom research: an investigation using teacher and student questionnaires as well as teacher eye-tracking. Zeitschrift Fur Erziehungswissenschaft, 20, 49-74.
    https://doi.org/10.1007/s11618-017-0729-3

  • Klassen, R., Durksen, T., Kim, L., Patterson, F., Rowett, E., Warwick, J., Warwick, P., & Wolpert, M. (2017). Developing a Proof-of-Concept Selection Test for Entry into Primary Teacher Education Programs. International Journal of Assessment Tools in Education, 4(2), 96-114.

  • Asbury, K., Klassen, R., Bowyer-Crane, C., Kyriacou, C., & Nash, P. (2016). National differences in mindset among students who plan to be teachers. International Journal of School and Educational Psychology, 4(3), 158-164.
    https://doi.org/10.1080/21683603.2015.1075164

  • Frenzel, A., Pekrun, R., Goetz, T., Daniels, L., Durksen, T., Becker-Kurz, B., & Klassen, R. (2016). Measuring Teachers’ enjoyment, anger, and anxiety: The Teacher Emotions Scales (TES). Contemporary Educational Psychology, 46, 148-163.
    https://doi.org/10.1016/j.cedpsych.2016.05.003

  • Zhang, X., Tze, V., Buhr, E., Klassen, R., & Daniels, L. (2016). A Cross-National Validation of the Academic Expectations Stress Inventory With Chinese and Korean High School Students. Journal of Psychoeducational Assessment, 34(3), 289-295.
    https://doi.org/10.1177/0734282915599460

  • Tze, V., Daniels, L., & Klassen, R. (2016). Evaluating the Relationship Between Boredom and Academic Outcomes: A Meta-Analysis. Educational Psychology Review, 28(1), 119-144.
    https://doi.org/10.1007/s10648-015-9301-y

  • Yerdelen, S., McCaffrey, A., & Klassen, R. (2016). Longitudinal examination of procrastination and anxiety, and their relation to self-efficacy for self-regulated learning: Latent growth curve modeling. Kuram Ve Uygulamada Egitim Bilimleri, 16(1), 5-22.
    https://doi.org/10.12738/estp.2016.1.0108

  • Yerdelen, S., Sungur, S., & Klassen, R. (2016). Relationship between Turkish elementary science teachers’ occupational well-being and some contextual and demographic characteristics: A multivariate analysis. Egitim Ve Bilim, 41(183), 147-161.
    https://doi.org/10.15390/EB.2016.4257

  • Skaalvik, E., Federici, R., & Klassen, R. (2015). Mathematics achievement and self-efficacy: Relations with motivation for mathematics. International Journal of Educational Research, 72, 129-136.
    https://doi.org/10.1016/j.ijer.2015.06.008

  • Klassen, R. (2015). Teacher efficacy:: four lessons learned from a decade of research. Canadian Journal for Teacher Research, 1-1.

  • Klassen, R. (2015). Teacher efficacy:. Canadian Journal for Teacher Research, 1.

  • Klassen, R., Durksen, T., Rowett, E., & Patterson, F. (2014). Applicant reactions to a situational judgment test used for selection into initial teacher training. International Journal of Educational Psychology, 3(2), 104-124.
    https://doi.org/10.4471/ijep.2014.07

  • Tze, V., Daniels, L., & Klassen, R. (2014). Examining the factor structure and validity of the English Precursors to Boredom Scales. Learning and Individual Differences, 32, 254-260.
    https://doi.org/10.1016/j.lindif.2014.03.018

  • Tze, V., Klassen, R., & Daniels, L. (2014). Patterns of boredom and its relationship with perceived autonomy support and engagement. Contemporary Educational Psychology, 39(3), 175-187.
    https://doi.org/10.1016/j.cedpsych.2014.05.001

  • Klassen, R., & Tze, V. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76.
    https://doi.org/10.1016/j.edurev.2014.06.001

  • Klassen, R., & Durksen, T. (2014). Weekly self-efficacy and work stress during the teaching practicum: A mixed methods study. LEARNING AND INSTRUCTION, 33, 158-169.
    https://doi.org/10.1016/j.learninstruc.2014.05.003

  • Klassen, R., Yerdelen, S., & Durksen, T. (2013). Measuring teacher engagement: Development of the engaged teachers scale (ets). Frontline Learning Research, 1(2), 33-52.
    https://doi.org/10.14786/flr.v1i2.44

  • Klassen, R., Tze, V., & Hannok, W. (2013). Internalizing problems of adults with learning disabilities: a meta-analysis. Journal of Learning Disabilities, 46(4), 317-327.
    https://doi.org/10.1177/0022219411422260

  • Tze, V., Klassen, R., Daniels, L., Li, J.-H., & Zhang, X. (2013). A Cross-Cultural Validation of the Learning-Related Boredom Scale (LRBS) With Canadian and Chinese College Students. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT, 31(1), 29-40.
    https://doi.org/10.1177/0734282912443670

  • Tze, V., Daniels, L., Klassen, R., & Li, J.-H. (2013). Canadian and Chinese university students’ approaches to coping with academic boredom. LEARNING AND INDIVIDUAL DIFFERENCES, 23, 32-43.
    https://doi.org/10.1016/j.lindif.2012.10.015

  • Klassen, R., Wilson, E., Siu, A., Hannok, W., Wong, M., Wongsri, N., Sonthisap, P., Pibulchol, C., Buranachaitavee, Y., & Jansem, A. (2013). Preservice teachers’ work stress, self-efficacy, and occupational commitment in four countries. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, 28(4), 1289-1309.
    https://doi.org/10.1007/s10212-012-0166-x

  • Durksen, T., & Klassen, R. (2012). Pre-service teachers’ weekly commitment and engagement during a final training placement: A longitudinal mixed methods study. Educational and Child Psychology, 29(4), 32-46.

  • Klassen, R., Aldhafri, S., Mansfield, C., Purwanto, E., Siu, A., Wong, M., & Woods-McConney, A. (2012). Teachers’ Engagement at Work. The Journal of Experimental Education, 80(4), 317-337.

  • Klassen, R., Aldhafri, S., Mansfield, C., Purwanto, E., Siu, A., Wong, M., & Woods-McConney, A. (2012). Teachers’ Engagement at Work: An International Validation Study. JOURNAL OF EXPERIMENTAL EDUCATION, 80(4), 317-337.
    https://doi.org/10.1080/00220973.2012.678409

  • Job, J., & Klassen, R. (2012). Predicting performance on academic and non-academic tasks: A comparison of adolescents with and without learning disabilities. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 37(2), 162-169.
    https://doi.org/10.1016/j.cedpsych.2011.05.001

  • Klassen, R., Perry, N., & Frenzel, A. (2012). Teachers’ Relatedness With Students: An Underemphasized Component of Teachers’ Basic Psychological Needs. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 104(1), 150-165.
    https://doi.org/10.1037/a0026253

  • Klassen, R., & Chiu, M. (2011). The occupational commitment and intention to quit of practicing and pre-service teachers: Influence of self-efficacy, job stress, and teaching context. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 36(2), 114-129.
    https://doi.org/10.1016/j.cedpsych.2011.01.002

  • Klassen, R., Al-Dhafri, S., Hannok, W., & Betts, S. (2011). Investigating pre-service teacher motivation across cultures using the Teachers’ Ten Statements Test. TEACHING AND TEACHER EDUCATION, 27(3), 579-588.
    https://doi.org/10.1016/j.tate.2010.10.012

  • Klassen, R., Tze, V., Betts, S., & Gordon, K. (2011). Teacher Efficacy Research 1998-2009: Signs of Progress or Unfulfilled Promise?. EDUCATIONAL PSYCHOLOGY REVIEW, 23(1), 21-43.
    https://doi.org/10.1007/s10648-010-9141-8

  • Klassen, R. (2010). CONFIDENCE TO MANAGE LEARNING. Learning Disability Quarterly, 33(1), 19-30.

  • Klassen, R. (2010). CONFIDENCE TO MANAGE LEARNING: THE SELF-EFFICACY FOR SELF-REGULATED LEARNING OF EARLY ADOLESCENTS WITH LEARNING DISABILITIES. LEARNING DISABILITY QUARTERLY, 33(1), 19-30.
    https://doi.org/10.1177/073194871003300102

  • Klassen, R., & Chiu, M. (2010). Effects on Teachers’ Self-Efficacy and Job Satisfaction: Teacher Gender, Years of Experience, and Job Stress. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 102(3), 741-756.
    https://doi.org/10.1037/a0019237

  • Klassen, R., Usher, E., & Bong, M. (2010). Teachers’ Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context. JOURNAL OF EXPERIMENTAL EDUCATION, 78(4), 464-486.
    https://doi.org/10.1080/00220970903292975

  • Klassen, R. (2010). Teacher Stress: The Mediating Role of Collective Efficacy Beliefs. JOURNAL OF EDUCATIONAL RESEARCH, 103(5), 342-350.
    https://doi.org/10.1080/00220670903383069

  • Chong, W., Klassen, R., Huan, V., Wong, I., & Kates, A. (2010). The Relationships Among School Types, Teacher Efficacy Beliefs, and Academic Climate: Perspective from Asian Middle Schools. JOURNAL OF EDUCATIONAL RESEARCH, 103(3), 183-190.
    https://doi.org/10.1080/00220670903382954

  • Chiu, M., & Klassen, R. (2010). Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries. LEARNING AND INSTRUCTION, 20(1), 2-17.
    https://doi.org/10.1016/j.learninstruc.2008.11.002

  • Klassen, R., Ang, R., Chong, W., Krawchuk, L., Huan, V., Wong, I., & Yeo, L. (2010). Academic Procrastination in Two Settings: Motivation Correlates, Behavioral Patterns, and Negative Impact of Procrastination in Canada and Singapore. APPLIED PSYCHOLOGY-AN INTERNATIONAL REVIEW-PSYCHOLOGIE APPLIQUEE-REVUE INTERNATIONALE, 59(3), 361-379.
    https://doi.org/10.1111/j.1464-0597.2009.00394.x

  • Klassen, R., Foster, R., Rajani, S., & Bowman, C. (2009). Teaching in the Yukon: Exploring teachers’ efficacy beliefs, stress, and job satisfaction in a remote setting. International Journal of Educational Research, 48(6), 381-394.
    https://doi.org/10.1016/j.ijer.2010.04.002

  • Ang, R., Klassen, R., Chong, W., Huan, V., Wong, I., Yeo, L., & Krawchuk, L. (2009). Cross-cultural invariance of the Academic Expectations Stress Inventory: adolescent samples from Canada and Singapore. Journal of Adolescence, 32(5), 1225-1237.
    https://doi.org/10.1016/j.adolescence.2009.01.009

  • Klassen, R., & Krawchuk, L. (2009). Collective motivation beliefs of early adolescents working in small groups. Journal of School Psychology, 47(2), 101-120.
    https://doi.org/10.1016/j.jsp.2008.11.002

  • Klassen, R., Bong, M., Usher, E., Chong, W., Huan, V., Wong, I., & Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 34(1), 67-76.
    https://doi.org/10.1016/j.cedpsych.2008.08.001

  • Klassen, R., & Anderson, C. (2009). How times change: secondary teachers’ job satisfaction and dissatisfaction in 1962 and 2007. BRITISH EDUCATIONAL RESEARCH JOURNAL, 35(5), 745-759.
    https://doi.org/10.1080/01411920802688721

  • Chiu, M., & Klassen, R. (2009). Calibration of reading self-concept and reading achievement among 15-year-olds: Cultural differences in 34 countries. LEARNING AND INDIVIDUAL DIFFERENCES, 19(3), 372-386.
    https://doi.org/10.1016/j.lindif.2008.10.004

  • Klassen, R., & Kuzucu, E. (2009). Academic procrastination and motivation of adolescents in Turkey. EDUCATIONAL PSYCHOLOGY, 29(1), 69-81.
    https://doi.org/10.1080/01443410802478622

  • Klassen, R., Foster, R., Rajani, S., & Bowman, C. (2009). Teaching in the Yukon. International Journal of Educational Research, 48(6), 381-394.

  • Klassen, R., Ang, R., Chong, W., Krawchuk, L., Huan, V., Wong, I., & Yeo, L. (2009). A Cross-Cultural Study of Adolescent Procrastination. JOURNAL OF RESEARCH ON ADOLESCENCE, 19(4), 799-811.
    https://doi.org/10.1111/j.1532-7795.2009.00620.x

  • Klassen, R., & Georgiou, G. (2008). Spelling and writing self-efficacy of indo-Canadian and anglo-Canadian aearly adolescents. Journal of International Migration and Integration, 9(3), 311-326.
    https://doi.org/10.1007/s12134-008-0068-6

  • Klassen, R., Krawchuk, L., Lynch, S., & Rajani, S. (2008). Procrastination and Motivation of Undergraduates with Learning Disabilities: A Mixed-Methods Inquiry. Learning Disabilities Research Practice, 23, 137-147.

  • Tan, C., Ang, R., Klassen, R., Yeo, L., Wong, I., Huan, V., & Chong, W. (2008). Correlates of academic procrastination and students’ grade goals. CURRENT PSYCHOLOGY, 27(2), 135-144.
    https://doi.org/10.1007/s12144-008-9028-8

  • Klassen, R., Chong, W., Huan, V., Wong, I., Kates, A., & Hannok, W. (2008). Motivation beliefs of secondary school teachers in Canada and Singapore: A mixed methods study. TEACHING AND TEACHER EDUCATION, 24(7), 1919-1934.
    https://doi.org/10.1016/j.tate.2008.01.005

  • Klassen, R., Krawchuk, L., & Rajani, S. (2008). Academic procrastination of undergraduates: Low self-efficacy to self-regulate predicts higher levels of procrastination. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 33(4), 915-931.
    https://doi.org/10.1016/j.cedpsych.2007.07.001

  • Klassen, R., Krawchuk, L., Lynch, S., & Rajani, S. (2008). Procrastination and Motivation of Undergraduates with Learning Disabilities. Learning Disabilities Research Practice, 23(3), 137-147.

  • Klassen, R. (2008). The Optimistic Self-Efficacy Beliefs of Students with Learning Disabilities. Exceptionality Education International, 18(1), 93-112.

  • Klassen, R., & Lynch, S. (2007). Self-efficacy from the perspective of adolescents with LD and their specialist teachers. Journal of Learning Disabilities, 40(6), 494-507.
    https://doi.org/10.1177/00222194070400060201

  • Klassen, R. (2007). Using predictions to learn about the self-efficacy of early adolescents with and without learning disabilities. CONTEMPORARY EDUCATIONAL PSYCHOLOGY, 32(2), 173-187.
    https://doi.org/10.1016/j.cedpsych.2006.10.001

  • Anderson, C., Klassen, R., & Georgiou, G. (2007). Inclusion in Australia - What teachers say they need and what school psychologists can offer. SCHOOL PSYCHOLOGY INTERNATIONAL, 28(2), 131-147.
    https://doi.org/10.1177/0143034307078086

  • Klassen, R., Neufeld, P., & Munro, F. (2005). When IQ is irrelevant to the definition of learning disabilities - Australian School Psychologists’ Beliefs and Practice. SCHOOL PSYCHOLOGY INTERNATIONAL, 26(3), 297-316.
    https://doi.org/10.1177/0143034305055975

  • Klassen, R. (2004). A cross-cultural investigation of the efficacy beliefs of south Asian immigrant and Anglo Canadian nonimmigrant early adolescents. JOURNAL OF EDUCATIONAL PSYCHOLOGY, 96(4), 731-742.
    https://doi.org/10.1037/0022-0663.96.4.731

  • Klassen, R. (2004). Optimism and realism: A review of self-efficacy from a cross-cultural perspective. INTERNATIONAL JOURNAL OF PSYCHOLOGY, 39(3), 205-230.
    https://doi.org/10.1080/00207590344000330

  • Klassen, R., Lemon, K., Jahnsen, D., & Moro, T. (2004). " Unexpectedness" as a Characteristic of Learning Disability. Exceptionality Education Canada, 14(1), 95-114.

  • Klassen, R. (2003). Measuring early adolescents’ self and collective efficacy. AUSTRALIAN JOURNAL OF PSYCHOLOGY, 55(S1), 189-189.
    https://doi.org/10.1111/j.1742-9536.2003.tb01891.x

  • Klassen, R. (2002). Writing in early adolescence. Educational Psychology Review, 14(2), 173-203.

  • Klassen, R. (2002). The Changing Landscape of Learning Disabilities in Canada. School Psychology International, 23(2), 199-219.
    https://doi.org/10.1177/0143034302023002915

  • Klassen, R. (2002). A question of calibration: A review of the self-efficacy beliefs of students with learning disabilities. LEARNING DISABILITY QUARTERLY, 25(2), 88-102.
    https://doi.org/10.2307/1511276

  • Klassen, R. (2002). The changing landscape of learning disabilities in Canada: Definitions and practice from 1989-2000. School Psychology International, 23(2), 199-219.
    https://doi.org/10.1177/0143034302023002915

  • Klassen, R. (2002). Writing in early adolescence: A review of the role of self-efficacy beliefs. EDUCATIONAL PSYCHOLOGY REVIEW, 14(2), 173-203.
    https://doi.org/10.1023/A:1014626805572

  • Klassen, R. (2002). A question of calibration. Learning Disability Quarterly, 88-102.

  • Klassen, R. (2001). ’After the statement’: Reading progress made by secondary students with specific literacy difficulty provision. Educational Psychology in Practice, 17(2), 121-133.
    https://doi.org/10.1080/02667360120059337

  • Klassen, R. (2001). ’After the Statement’. Educational Psychology in Practice, 17(2), 121-133.

  • Klassen, R., & Kishor, N. (1996). A comparative analysis of practitioners’ errors on WISC-R and WISC-III. Canadian Journal of School Psychology, 12(1), 35-43.
    https://doi.org/10.1177/082957359601200106

    • Other

  • Klassen, R., & Rushby, J. (2019). Can we predict preservice teachers’ performance in teaching placements? The validity of ITE selection methods. (pp. 1-21).

  • Klassen, R., & Kim, L. (2018). Development of an Online Construct-Informed Situational Judgment Test for Screening Applicants for Initial Teacher Education.
    https://doi.org/10.31234/osf.io/64hry

    • Funded Research Projects

    • AI-generated feedback for teacher recruitment and development.
      2023-2024
    • Rethinking teacher recruitment: New approaches to attracting prospective STEM teachers.
      2022-2025
    • Understanding the roots of teacher turnover: A transactional model.
      2023-2025
    • Student selection and competence development in the continuum of preservice and inservice teacher education (SITE).
      2021-2024
    • Developing a model of teacher competence.
      2021-2025