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Robert Klassen

Professor of Education | Harris Manchester College

robert.klassen@education.ox.ac.uk

About me

Robert (Rob) Klassen is Professor of Education at the University of Oxford. He leads the research hub ReNEW: Research Network for the Education Workforce. He is an educational psychologist (Chartered Psychologist with the BPS) with research interests in the development of motivation beliefs and career decision-making. His current work aims to develop and test theory-informed digital interventions related to teacher recruitment, selection, and development.

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

Rob has published over 125 peer-reviewed journal articles and chapters, as well as two books. Recent projects have been funded by the ESRC, the ERC, Spencer Foundation, GIZ, and the World Bank, with work 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 university spinout company TSP which develops technological solutions to educational recruitment and selection.

He is a Fellow of the Academy of Social Sciences and the American Psychological Association and has served on a wide range of journal editorial boards. Rob is currently Coordinator of Earli’s largest special interest group, SIG 11, Teaching and Teacher Education.

Representative research includes:
Klassen, R. M., Wang, H., Cutting, J., Thompson-Lee, S., Snell, R., See, B. H., & Saiger, M. J. (2025). Digital innovations in teacher recruitment: An experimental study. PsyArXiv. osf.io/preprints/psyarxiv/z9bm3_v1

Rushby, J. V., Klassen, R. M., Durksen, T. L., Pfaffel, A., & Bardach, L. (2025). Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy. Teaching and Teacher Education, 154, 104859. https://doi.org/10.1016/j.tate.2024.104859

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.

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. Springer Nature.

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

Bardach, L., Rushby, J., Kim, L., & Klassen, R. (2024). Open Access: 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. In Recent Developments in Recruitment and Selection (pp. 93-106). Taylor & Francis.

https://doi.org/10.4324/9781003463863-7
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: a competency-based approach. In International Encyclopedia of Education(Fourth Edition) (pp. 329-338). Elsevier.

https://doi.org/10.1016/b978-0-12-818630-5.04083-5
Klassen, R., Rushby, J., & Durksen, T. (2023). Teacher recruitment. In A competency-based approach. Elsevier.
Maulana, R., Helms-Lorenz, M., & Klassen, R. (2023). Prologue. In Effective Teaching Around the World (pp. 1-4). Springer Nature.

https://doi.org/10.1007/978-3-031-31678-4_1
Klassen, R., & Kim, L. (2021). Beyond Selection: Applying Lessons from Teacher Selection to Recruiting and Developing Teacher Candidates. In Teacher Selection: Evidence-Based Practices (pp. 147-158). Springer Nature.

https://doi.org/10.1007/978-3-030-76188-2_10
Klassen, R., & Kim, L. (2021). The Importance of Selecting the Most Effective Teachers. In Teacher Selection: Evidence-Based Practices (pp. 1-11). Springer Nature.

https://doi.org/10.1007/978-3-030-76188-2_1
Kim, L., & Klassen, R. (2021). Selection Practices and Methods in Other Fields. In Teacher Selection: Evidence-Based Practices (pp. 63-80). Springer Nature.

https://doi.org/10.1007/978-3-030-76188-2_5
Klassen, R., & Kim, L. (2021). The Future of Teacher Selection. In Teacher Selection: Evidence-Based Practices (pp. 159-162). Springer Nature.

https://doi.org/10.1007/978-3-030-76188-2_11
Klassen, R., & Kim, L. (2021). What Does ‘Teacher Effectiveness’ Look like?. In Teacher Selection: Evidence-Based Practices (pp. 15-32). Springer Nature.

https://doi.org/10.1007/978-3-030-76188-2_2
Klassen, R., & Kim, L. (2021). The Role of Individual Attributes in Teacher Selection. In Teacher Selection: Evidence-Based Practices (pp. 33-46). Springer Nature.

https://doi.org/10.1007/978-3-030-76188-2_3
Klassen, R., & Kim, L. (2021). Designing and Implementing a Teacher Selection Program. In Teacher Selection: Evidence-Based Practices (pp. 133-146). Springer Nature.

https://doi.org/10.1007/978-3-030-76188-2_9
Klassen, R., & Kim, L. (2021). Developing Multiple Mini-Interviews for Teacher Selection. In Teacher Selection: Evidence-Based Practices (pp. 119-132). Springer Nature.

https://doi.org/10.1007/978-3-030-76188-2_8
Klassen, R., & Kim, L. (2021). Teacher Selection: History and Current Practices. In Teacher Selection: Evidence-Based Practices (pp. 83-98). Springer Nature.

https://doi.org/10.1007/978-3-030-76188-2_6
Kim, L., & Klassen, R. (2021). Issues and Challenges in Selection. In Teacher Selection: Evidence-Based Practices (pp. 49-61). Springer Nature.

https://doi.org/10.1007/978-3-030-76188-2_4
Klassen, R. (2018). Procrastination. In Encyclopedia of Adolescence (pp. 2891-2897). Springer Nature.

https://doi.org/10.1007/978-3-319-33228-4_133
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., & Kim, L. (2017). Assessing critical attributes of prospective teachers: Implications for selection into initial teacher education programmes. In BJEP Monograph Series II: Part 12 The Role of Competence and Beliefs in Teaching and Learning. British Psychological Society.

https://doi.org/10.53841/bpsmono.2017.cat2023.2
Klassen, R. (2017). Procrastination. In Encyclopedia of Adolescence (pp. 1-7). Springer Nature.

https://doi.org/10.1007/978-3-319-32132-5_133-2
Klassen, R., Durksen, T., Patterson, F., & Rowett, E. (2017). Filtering Functions of Assessment for Selection into Initial Teacher Education Programs. In The SAGE Handbook of Research on Teacher Education (pp. 893-909). SAGE Publications.

https://doi.org/10.4135/9781526402042.n51
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. 100-115).

https://doi.org/10.4324/9780203119273
Klassen, R., Durksen, T., & Tze, V. (2014). Teachers’ Self-Efficacy Beliefs. In Teacher Motivation (pp. 100-115). Taylor & Francis.

https://doi.org/10.4324/9780203119273-7
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.
Neagu, M.-I. (2013). Concluding Thoughts. In Decoding Political Discourse. Springer Nature.

https://doi.org/10.1057/9781137309907.0009
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., Hannok, W., & Krawchuk, L. (2011). Procrastination. In Encyclopedia of Adolescence (pp. 2181-2186). Springer Nature.

https://doi.org/10.1007/978-1-4419-1695-2_133
Klassen, R., & Usher, E. (2010). Self-efficacy in educational settings: Recent research and emerging directions. In The Decade Ahead: Theoretical Perspectives on Motivation and Achievement (pp. 1-33). Emerald.

https://doi.org/10.1108/s0749-7423(2010)000016a004
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. (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. (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.

Conference papers

McIntyre, N., & Klassen, R. (2016, January 1). Using state space grids to make inter-group comparisons of real-world teacher observational and communicative gaze.
Klassen, R., & Dolan, R. (2015, September 1). Selection for teacher education in the UK and the Republic of Ireland: A proposal for innovation.
Klassen, R., & Dolan, R. (2015, September 1). Selection for teacher education in the UK and the Republic of Ireland.
McIntyre, N., & Klassen, R. (2015, January 1). Cognitive and cultural factors affecting expert teacher gaze in the real world.
McKendree, J., Klassen, R., Henderson, J., & McIntyre, N. (2014). Combining methodologies of cognitive psychology and eye-tracking to investigate impact of emotions on clinical reasoning. 43-46.

Journal articles

Zee, M., Klassen, R., & Hanna, F. (2025). Navigating urban classrooms: the role of diversity-related stress and intentions to leave in preservice teachers’ self-efficacy. Teaching and Teacher Education, 160.

https://doi.org/10.1016/j.tate.2025.105018 https://ora.ox.ac.uk/objects/uuid:387ba150-81c0-4d57-837e-633e334a3d20
Moya, A., & Klassen, R. (2025). A Competency-Based Approach to Improve the Selection of Applicants for Initial Teacher Training in Early Childhood and Primary Education in Spain. Revista De Educacion, 1.

https://doi.org/10.4438/1988-592X-RE-2025-408-679
Wang, H., Thompson-Lee, S., & Klassen, R. (2025). Performance on classroom simulations enhances preservice teachers’ motivation in teaching: a latent change perspective. British Journal of Educational Psychology.

https://doi.org/10.1111/bjep.12761 https://ora.ox.ac.uk/objects/uuid:5ab46944-c905-4518-9a59-279f0da6b7d4
Procter-Legg, T., Snell, R., & Klassen, R. (2025). The five-year itch: motivational factors that influence the career decisions of early career teachers in England. British Educational Research Journal.

https://doi.org/10.1002/berj.4149 https://ora.ox.ac.uk/objects/uuid:38549229-f9dd-4901-850f-622f2ce17d35
Snell, R., Klassen, R., Thompson-Lee, S., & Wang, H. (2024). Back to basics with teacher recruitment: what do STEM undergraduates want?. European Journal of Education, 60(1).

https://doi.org/10.1111/ejed.12840 https://ora.ox.ac.uk/objects/uuid:714de0c0-6fb0-4fc8-b96d-af384072dc3b
Klassen, R. (2024). Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy. Teaching and Teacher Education, 154.

https://doi.org/10.1016/j.tate.2024.104859 https://ora.ox.ac.uk/objects/uuid:a512d10b-34a3-41b4-b613-797cead39ca2
Valero Moya, A., Klassen, R., & Klassen, R. (2024). Developing a Competency-Based Approach to Enhance Initial Teacher Selection in Spain. Journal of Education.
Valero Moya, A., & Klassen, R. (2024). Developing a competency-based approach to enhance initial teacher selection in Spain [Desarrollo de un enfoque basado en competencias para mejorar la selección inicial del profesorado en España] . Journal of Education.

https://ora.ox.ac.uk/objects/uuid:8b2599fb-175a-430d-991f-c4528c84acd9
Tiffin, P., & Klassen, R. (2024). Scenario-based learning: how can it contribute to clinical education?. Clinical Teacher.

https://doi.org/10.1111/tct.13805
Wang, H., Thompson-Lee, S., Snell, R., & Klassen, R. (2024). Unlocking STEM pathways: a person-centred approach exploring a teacher recruitment intervention. International Journal of STEM Education, 11(1).

https://doi.org/10.1186/s40594-024-00499-y https://ora.ox.ac.uk/objects/uuid:6fbd62fe-74c6-4d63-9c8c-58cb85c3432d
Bardach, L., Bostwick, K., Fütterer, T., Kopatz, M., Hobbi, D., Klassen, R., & Pietschnig, J. (2024). A meta-analysis on teachers’ growth mindset. Educational Psychology Review, 36(3).

https://doi.org/10.1007/s10648-024-09925-7 https://ora.ox.ac.uk/objects/uuid:9fc6448a-c123-4b79-97ed-fe7638ab6584
Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2024). Measuring the effects of motivation messages on STEM undergraduates’ interest in teaching. Teaching and Teacher Education, 146.

https://doi.org/10.1016/j.tate.2024.104639 https://ora.ox.ac.uk/objects/uuid:7a6b033c-7e35-4f27-bc4e-30d8110b9f75
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., Kleickmann, T., & 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/s41598-023-49508-0 https://ora.ox.ac.uk/objects/uuid:99fd7c43-5fcd-4f40-bc4d-988d1afa2216
Bardach, L., Huang, Y., Richter, E., Klassen, R., Kleickmann, T., & 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/s41598-023-49508-0
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.2023.104935 https://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/su151511798 https://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.2023.104109 https://ora.ox.ac.uk/objects/uuid:530e0762-e685-4f45-9f98-83122dafd53c
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.

https://doi.org/10.3389/fpsyg.2022.857526 https://ora.ox.ac.uk/objects/uuid:536fdc3b-2d71-4f5d-8305-e2b7e5e83814
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
Bardach, L., Yanagida, T., Klassen, R., & Lüftenegger, M. (2022). Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages. The Journal of Experimental Education, 90(1), 130-145.

https://doi.org/10.1080/00220973.2020.1729081
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 https://ora.ox.ac.uk/objects/uuid:4ca38bf8-d1f6-4de4-a3c8-386b923ebe5d
Roza, J., Frenzel, A., & Klassen, R. (2021). The teacher-class relationship. Zeitschrift für Pädagogische Psychologie, 36(1-2), 115-132.

https://doi.org/10.1024/1010-0652/a000328 https://ora.ox.ac.uk/objects/uuid:6408e372-e6f7-48cc-b933-94be26662982
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, 103385.

https://doi.org/10.1016/j.tate.2021.103385
Klassen, R., Granger, H., & Bardach, L. (2021). 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., 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 and Education, 169.

https://doi.org/10.1016/j.compedu.2021.104194 https://ora.ox.ac.uk/objects/uuid:f2aefc3c-526a-47b4-b797-eec7047107de
Klassen, R., Rushby, J., Durksen, T., & Bardach, L. (2021). Examining teacher recruitment strategies in England. Journal of Education for Teaching International Research and Pedagogy, 47(2), 163-185.

https://doi.org/10.1080/02607476.2021.1876501
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
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 & Educational Psychology, 8(S1), 187-198.

https://doi.org/10.1080/21683603.2019.1630042
Yang, S., Ng, P.-N., 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, 105607.

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, 100312.

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, 102949.

https://doi.org/10.1016/j.tate.2019.102949
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
Peura, P., Viholainen, H., Aro, T., Räikkönen, E., Usher, E., Sorvo, R., Klassen, R., & Aro, M. (2019). Specificity of Reading Self-Efficacy Among Primary School Children. The Journal of Experimental Education, 87(3), 496-516.

https://doi.org/10.1080/00220973.2018.1527279
McIntyre, N., Jarodzka, H., & Klassen, R. (2019). Capturing teacher priorities: Using real-world eye-tracking to investigate expert teacher priorities across two cultures. Learning and Instruction, 60, 215-224.

https://doi.org/10.1016/j.learninstruc.2017.12.003
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
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
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" [Teach. Teach. Educ. 73 (2018) 215–226]. Teaching and Teacher Education, 77, 388.

https://doi.org/10.1016/j.tate.2018.10.004
Klassen, R., Durksen, T., Hashmi, W., Kim, L., Longden, K., Metsäpelto, R.-L., Poikkeus, A.-M., & Györi, J. (2019). Corrigendum to "National context and teacher characteristics: Exploring the critical non-cognitive attributes of novice teachers in four countries" [Teach. Teach. Educ. 72 (2018), 64–74]. Teaching and Teacher Education, 77, 389.

https://doi.org/10.1016/j.tate.2018.10.005
Yerdelen, S., Durksen, T., & Klassen, R. (2018). An international validation of the engaged teacher scale. Teachers and Teaching, 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.-L., Poikkeus, A.-M., & 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
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
Durksen, T., & Klassen, R. (2018). The development of a situational judgement test of personal attributes for quality teaching in rural and remote Australia. The Australian Educational Researcher, 45(2), 255-276.

https://doi.org/10.1007/s13384-017-0248-5
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.-K., 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.-K., 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 für Erziehungswissenschaft, 20(Suppl 1), 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.

https://doi.org/10.21449/ijate.275772
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 & 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., Sungur, S., & Klassen, R. (2016). Relationship between Turkish Elementary Science Teachers’ Occupational Well-Being and Some Contextual and Demographic Characteristics: A Multivariate Analysis. Eğitim Ve Bilim, 41(183).

https://doi.org/10.15390/eb.2016.4257
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.
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., & 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
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., 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
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
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
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., 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
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., Aldhafri, S., Mansfield, C., Purwanto, E., Siu, A., Wong, M., & Woods-McConney, A. (2012). Teachers’ Engagement at Work: An International Validation Study. The Journal of Experimental Education, 80(4), 317-337.

https://doi.org/10.1080/00220973.2012.678409
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.
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
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.

https://doi.org/10.53841/bpsecp.2012.29.4.32
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., & 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., 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, 59(3), 361-379.

https://doi.org/10.1111/j.1464-0597.2009.00394.x
Klassen, R., Usher, E., & Bong, M. (2010). Teachers’ Collective Efficacy, Job Satisfaction, and Job Stress in Cross-Cultural Context. The 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. The 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. The 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. (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., 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., & 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
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
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., & 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., 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
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., & 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., 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., 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., & Georgiou, G. (2008). Spelling and Writing Self-efficacy of Indo-Canadian and Anglo-Canadian Early 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 and Practice, 23(3), 137-147.

https://doi.org/10.1111/j.1540-5826.2008.00271.x
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. (2008). The Optimistic Self-Efficacy Beliefs of Students with Learning Disabilities. Exceptionality Education International, 18(1), 93-112.
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., & 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., Krawchuk, L., & Rajani, S. (2007). 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 https://ora.ox.ac.uk/objects/uuid:23801fbc-2072-43fa-ab07-0db9434d8666
Anderson, C., Klassen, R., & Georgiou, G. (2007). Inclusion in Australia. School Psychology International, 28(2), 131-147.

https://doi.org/10.1177/0143034307078086
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
Klassen, R., Neufeld, P., & Munro, F. (2005). When IQ is Irrelevant to the Definition of Learning Disabilities. 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: 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). 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). 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 WIS C-R and WIS C-III. Canadian Journal of School Psychology, 12(1), 35-43.

https://doi.org/10.1177/082957359601200106

Subjects Taught

Motivation and Emotions in Education

Current Doctoral Students

Doctoral Applications

Rob welcomes doctoral applications from students interested in the following research areas:

Education workforce, especially related to teacher and school leader recruitment, selection, and retention
Development and testing of new technologies associated with teacher and school leader recruitment and selection, including classroom simulations, gamification, and artificial intelligence
Motivation of teachers and school leaders, especially from a social cognitive perspective

Funded Research Projects

Picture This: The Robson Orr Visual Literacy Research Initiative

Co-Investigator. The Robson Orr Foundation

2025-2028

AI-generated feedback for teacher recruitment and development.

Project Lead. Collaborative Data Project, UKRI Science and Technology Facilities Council, Hartree Centre North East Hub: Amount: £30,460.

2023-2024

Rethinking teacher recruitment: New approaches to attracting prospective STEM teachers.

Principal Investigator. UK Economic and Social Research Council (ESRC). Amount: £795,000

2023-2026

Understanding the roots of teacher turnover: A transactional model.

Collaborator. Hong Kong Research Grants Council. PI: Hui Wang, Education University of Hong Kong. Amount: HK$: 750,638.

2023-2026

Student selection and competence development in the continuum of preservice and inservice teacher education (SITE).

International Collaborator. Academy of Finland. Principal Investigator: Dr Riitta-Leena Metsäpelto, University of Jyväskylä. Amount: €559, 315.

2021-2024

Developing a model of teacher competence.

Co-Investigator. EARLI Centre for Excellence grant. PI Mareike Kunter Amount: €10,000.

2021-2025