Robert Klassen

Professor (On leave 2012-2013)

Educational Psychology
robert.klassen@ualberta.ca

Dr. Klassen's Curriculum Vitae

Background

I began my academic career in 2004 at the University of Alberta, after several years spent working as a teacher and school psychologist in British Columbia, with one-year stints in England and Australia. My B.Ed. and M.A. degrees were completed at the University of British Columbia, and my PhD (2003) at Simon Fraser University. I currently serve as Associate Editor for the Journal of Educational Psychology, the British Journal of Educational Psychology, the Asia Pacific Education Review, and sit on four editorial boards.

Areas of Research

My work explores human motivation and emotions in diverse contexts, with many studies employing cross-cultural and/or mixed methods approaches. Current and recent collaborators are from Canada, Australia, China, England, Germany, Greece, Indonesia, Japan, Korea, Nepal, Oman, and the United States. My graduate students are provided the support to become actively involved in my research program and to pursue their own research interests. I also work with Dr. Lia Daniels as a co-director in the Alberta Centre for Motivation and Emotions (ACME): http://albertacentre4me.wordpress.com/

My research is currently funded by SSHRC (2012-2017) and Alberta Education (2011-2013). Most of my research attention is focused on two themes:

Exploring the relationship between teachers’ psychological characteristics and effectiveness. In these studies, we are exploring how psychological profiles (motivation, emotions, beliefs) of teachers are linked with their effectiveness. Current research involves (a) two mixed methods longitudinal studies examining pre-service and practicing teachers’ motivation and emotions, (b) a meta-analysis of research on teacher motivation and effectiveness, and (c) a series of studies examining teachers’ basic psychological need for relatedness.

Motivation and emotions of at-risk adolescents. These projects examine how psychological characteristics and school environments influence the academic and social success of at-risk adolescents (including students with learning and social difficulties). Current studies investigate (a) environmental and social factors influencing high school completion, and (b) academic motivation and emotions of students across cultural settings.

Selected Recent Publications

Klassen, R. M., & Chiu, M. 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, 114-129.

Klassen, R. M., Al-Dhafri, S., Hannok, W., & Betts, S. M. (2011). Investigating pre-service teacher motivation across cultures using the Teachers’ Ten Statements Test. Teaching and Teacher Education, 27, 579-588.

Klassen, R. M., Tze, V., Gordon, K., & Betts, S. (2011). Teacher efficacy research 1998-2009: Signs of progress or unfulfilled promise? Educational Psychology Review, 23, 21-43.

Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology. 102, 741-756.

Chiu, M. M., & Klassen, R. M. (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, 2-17.

Klassen, R. M., Ang, R. P., Chong, W. H., Krawchuk, L. L., Huan, V. S., Wong, I. Y. F., & Yeo, L. S. (2010). Academic procrastination across cultures: Differences in motivation correlates, behavioral patterns, and negative impact of procrastination in Canada and Singapore. Applied Psychology: An International Review, 59, 361-379.

Klassen, R. M., Usher, E. L., & Bong, M. (2010). Teachers’ collective efficacy, job satisfaction, and job stress in cross-cultural context. Journal of Experimental Education, 78, 464-486.

Klassen, R. M. (2010). Teachers’ stress: The mediating role of collective efficacy beliefs. Journal of Educational Research, 103, 342-350.