Teacher Self-Efficacy and Intentions to Use Antibullying Practices as Predictors of Children's Peer Victimization

MLA

Gregus, Samantha J., et al. “Teacher Self-Efficacy and Intentions to Use Antibullying Practices as Predictors of Children’s Peer Victimization.” School Psychology Review, vol. 46, no. 3, Jan. 2017, pp. 304–19. EBSCOhost, https://doi.org/https://www.nasponline.org/resources-and-publications/periodicals/spr-volume-46-no-3-2017/teacher-self-efficacy-and-intentions-to-use-antibullying-practices-as-predictors-of-childrens-peer-victimization.

APA

Gregus, S. J., Hernandez Rodriguez, J., Pastrana, F. A., Craig, J. T., McQuillin, S. D., & Cavell, T. A. (2017). Teacher Self-Efficacy and Intentions to Use Antibullying Practices as Predictors of Children’s Peer Victimization. School Psychology Review, 46(3), 304–319. https://doi.org/https://www.nasponline.org/resources-and-publications/periodicals/spr-volume-46-no-3-2017/teacher-self-efficacy-and-intentions-to-use-antibullying-practices-as-predictors-of-childrens-peer-victimization

Chicago

Gregus, Samantha J., Juventino Hernandez Rodriguez, Freddie A. Pastrana, James T. Craig, Samuel D. McQuillin, and Timothy A. Cavell. 2017. “Teacher Self-Efficacy and Intentions to Use Antibullying Practices as Predictors of Children’s Peer Victimization.” School Psychology Review 46 (3): 304–19. doi:https://www.nasponline.org/resources-and-publications/periodicals/spr-volume-46-no-3-2017/teacher-self-efficacy-and-intentions-to-use-antibullying-practices-as-predictors-of-childrens-peer-victimization.