Abstract
This article modeled the relations between causal attributions, self-efficacy cognitions, and coping using data from a study of teacher burnout among 316 public school teachers. It tested a model in which self-efficacy mediates the relationship between attributions and coping against a model in which attributions and self-efficacy simultaneously affect coping.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
