___

• Adelabu, D. H. (2007). Time perspective and school membership as correlates to academic achievement among African American adolescents. Adolescence, 42(167), 525-538.
• Allinder, R.M (1994) The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17, 86-95.
• Anderman, L. H. (2003). Academic and social perception as predictors of change in middle school students’ sense of school belonging. The Journal of Experimental Education, 72, 5-22.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 117–128.
• Bandura, A. (1986) Social foundations of thought and action: A cognitive theory. New York, Prentice-Hall.
• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117-148.
• Bandura, A. (1994) Self-efficacy. In V. S. Ramachaudran (Ed.) Encyclopedia of Human Behavior (ss. 71– 81). New York: Academic Press
• Bandura, A. (1997). Editorial. American Journal of Health Promotion, 12(1), 8-10.
• Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5(1), 307-337.
• Baumeister, R. F., & Leary, M. R. (1995). The need to belong: desire for interpersonal attachments as a fundamental human motivation. Psychological bulletin, 117(3), 497-529.
• Brouwers, A., Evers, W. J., & Tomic, W. (2001). Self‐efficacy in eliciting social support and burnout among secondary‐school teachers. Journal of Applied Social Psychology, 31(7), 1474-1491.
• Cemalcilar, Z. (2010). Schools as socialisation contexts: Understanding the impact of school climate factors on students’ sense of school belonging. Applied Psychology, 59(2), 243-272.
• Chacon, C. (2005). Teachers’ perceived efficacy among English as a foreign language teachers in Venezuela. Teaching and Teacher Education, 21, 257-272.
• Chan, D. W. (2002). Stress, self-efficacy, social support, and psychological distress among prospective Chinese teachers in Hong Kong. Educational Psychology, 22(5), 557–569.
• Cohen, S., Underwood, L. G., & Gottlieb, B. H. (2000). Social support measurement and intervention. New York: Oxford University Press.
• Cornu, R. L. (2005). Peer mentoring: Engaging pre‐service teachers in mentoring one another. Mentoring & Tutoring: Partnership in Learning, 13(3), 355-366.
• Cakiroglu, J., Capa-Aydin, Y., & Hoy, A. W. (2012). Science teaching efficacy beliefs. İçinde Fraser,. B.J., Tobin, K.G. ve McRobbie, C.J. (Ed.) Second international handbook of science education (ss. 449-461). Springer, Dordrecht.
• Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits. Human needs and the self- determination of behaviour. Psychological Inquiry, 11, 227-268.
• Deemer, S. A. (2004). Classroom goal orientation in high school classrooms: Revealing links between teacher beliefs and classroom environments. Educational Research, 46(1), 73-90.
• Deneroff, V. (2016). Professional development in person: Identity and the construction of teaching within a high school science department. Cultural Studies of Science Education, 11(2), 213-233.
• Ferguson, P. (2011). Student perceptions of quality feedback in teacher education. Assessment & Evaluation in Higher Education 36 (1), 51–62.
• Finn, J. (1989). Withdrawing from school. Review of Educational Research, 59, 117-142.
• Freeman, T., Anderman, L., & Jensen, J. (2007). Sense of belonging in college freshmen at the classroom and campus levels. The Journal of Experimental Education, 75(3), 203-220.
• Garvis, S. (2013). Arts learning in Australian kindergartens: One case study exploring the scaffolding of domain specific knowledge. The International Journal of Early Childhood Learning, 19, 15-22.
• Gersten, R., Keating, T., Yovanoff, P. and Harniss, M. K. (2001). Working in special education: factors that enhance special educators’ intent to stay. Exceptional Children, 67(4), 549-567.
• Goodenow, C. (1993a). The psychological sense of school membership among adolescents: Scale development and educational correlates. Psychology in the Schools, 30, 79-90.
• Goodenow, C. (1993b). Classroom belonging among early adolescent students: Relationships to motivation and achievement. Journal of Early Adolescence, 13, 21-43.
• Goodenow, C., & Grady, K. E. (1993). The relationship of school belonging and friends' values to academic motivation among urban adolescent students. The Journal of Experimental Education, 62(1), 60-71.
• Goddard, R. D., Tschannen-Moran, M., & Hoy, W. K. (2001). A multilevel examination of the distribution and effects of teacher trust in students and parents in urban elementary schools. The Elementary School Journal, 102(1), 3-17.
• Guskey, T. R. (1981). Measurement of responsibility teachers assume for academic successes and failures in the classroom. Journal of Teacher Education, 32,44-51.
• Hagger, H., Mutton, T., & Burn, K. (2011). Surprising but not shocking: The reality of the first year of teaching. Cambridge Journal of Education, 41(4), 387-405.
• Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43, 495-513.
• Ho, N. K. N., Schweitzer, R. D., & Khawaja, N. G. (2017). Academic achievement among recently arrived Chinese adolescent migrants: The role of social support, school belonging, and acculturative stress. Journal of Psychologists and Counsellors in Schools, 27(1), 24-36.
• Hobson, A. J. 2009. On being bottom of the pecking order: beginner teachers Perceptions and Experiences of Support. Teacher Development, 13 (4), 299–320.
• Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Articles, 2.
• Karasar, N. (2017). Bilimsel araştırma yöntemi: kavramlar ilkeler teknikler (32. Baskı). Ankara: Nobel Yayıncılık.
• Klassen, R. M. (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.
• Kline, R. B. (2015). Principles and practice of structural equation modeling (4th ed.) New York: Guilford Press.
• Kruger, L. J. (1997). Social support and self-efficacy in problem solving among teacher assistance teams and school staff. The Journal of Educational Research, 90(3), 164-168.
• Maslow, A. (1999). Toward a psychology of being (3rd ed.). Princeton, NJ: Van Nostrand.
• McMahon, S. D., Wernsman, J., & Rose, D. S. (2009). The relation of classroom environment and school belonging to academic self-efficacy among urban fourth-and fifth-grade students. The Elementary School Journal, 109(3), 267-281.
• Nichols, S. L. (2008). An exploration of students’ belongingness beliefs in one middle school. The Journal of Experimental Education, 76(2), 145–169.
• Pogodzinski, B. (2013). Collegial support and novice teachers’ perceptions of working conditions. Journal of Educational Change 15, 467–489. doi:10.1007/s10833-013-9221-x.
• Rosenfeld, L. B., Richman, J. M., & Bowen, G. L. (2000). Social support networks and school outcomes: The centrality of the teacher. Child and Adolescent Social Work Journal, 17(3), 205-226.
• Sánchez, B., Colón, Y., & Esparza, P. (2005). The role of sense of school belonging and gender in the academic adjustment of Latino adolescents. Journal of Youth and Adolescence, 34(6), 619-628.
• Sarı, M. (2013). Lise öğrencilerinde okula aidiyet duygusu. Anadolu Üniversitesi Sosyal Bilimler Dergisi, 13(1), 147-160.
• Schaufeli, W. B., & Bakker, A. D. B. (2004). Job demands, job resources, and their relationship with burnout and engagement: A multi-sample study. Journal of Organizational Behavior, 25, 293-315.
• Schunk, D. H., & Zimmerman, B. J. (2007). In- fluencing children’s self-efficacy and self- regulation of reading and writing through modeling. Reading and Writing Quarterly, 23, 7–25.
• Schlichte, J., Yssel, N., & Merbler, J. (2005). Pathways to burnout: Case studies in teacher isolation and alienation. Preventing School Failure: Alternative Education for Children and Youth, 50(1), 35-40.
• Shen, Y. E. (2009). Relationships between self‐efficacy, social support and stress coping strategies in Chinese primary and secondary school teachers. Stress and Health, 25(2), 129-138.
• Skaalvik, E. M., & Skaalvik, S. (2010). Teacher self-efficacy and teacher burnout: A study of relations. Teaching and Teacher Education, 26(4), 1059-1069.
• Skaalvik, E. M., & Skaalvik, S. (2011). Teacher job satisfaction and motivation to leave the teaching profession: Relations with school context, feeling of belonging, and emotional exhaustion. Teaching and teacher education, 27(6), 1029-1038.
• Soini, T., Pyhältö, K., & Pietarinen, J. (2010). Pedagogical well‐being: reflecting learning and well‐being in teachers’ work. Teachers and Teaching: theory and practice, 16(6), 735-751.
• Song, S. & Alpaslan, M. M. (2015). Factors impacting on teachers’ job satisfaction related to science teaching: A mixed methods study. Science Education International, 26(3), 358-375
• Stockard, J., & Lehman, M. B. (2004). Influences on the satisfaction and retention of 1st-year teachers: The importance of effective school management. Educational Administration Quarterly, 40(5), 742-771.
• Trujillo, G., & Tanner, K. D. (2014). Considering the role of affect in learning: Monitoring students' self-efficacy, sense of belonging, and science identity. CBE-Life Sciences Education, 13(1), 6-15.
• Uwah, C., McMahon, H., & Furlow, C. (2008). School belonging, educational aspirations, and academic self-efficacy among African American male high school students: Implications for school counselors. Professional School Counseling, 11(5), 296-305.
• Väisänen, S., Pietarinen, J., Pyhältö, K., Toom, A., & Soini, T. (2017). Social support as a contributor to student teachers’ experienced well-being. Research Papers in Education, 32(1), 41-55.
• Walker, C. O. (2004). Classroom belonging, self-efficacy, and perceived instrumentality: Influences on academic engagement and achievement. (Unpublished doctoral dissertation) University of Oklahoma, Norman, Oklahoma.