Zobrazeno 1 - 10
of 14
pro vyhledávání: '"Eva S. Becker"'
Publikováno v:
International Journal of Educational Psychology, Vol 11, Iss 2 (2022)
The objective of this study was to examine possible antecedents and consequences of teachers’ emotions in the classroom. Based on a cognitive-social perspective and self-determination theory, we examined the relationship between basic psychological
Externí odkaz:
https://doaj.org/article/ca37348a794b440e89cc21816235ebd9
Publikováno v:
AERA Open, Vol 4 (2018)
It was recently proposed that teacher enthusiasm encompasses an experienced component as well as a behaviorally displayed component. Aiming to validate this proposition, the present study utilized lesson diaries to explore patterns of teacher-reporte
Externí odkaz:
https://doaj.org/article/1927146774a04d6b8b255c11b842868e
Publikováno v:
Frontiers in Psychology, Vol 5 (2014)
Emotional exhaustion is the core component in the study of teacher burnout, with significant impact on teachers’ professional lives. Yet, its relation to teachers’ emotional experiences and emotional labor during instruction remains unclear. Thir
Externí odkaz:
https://doaj.org/article/6fed617f8a4b4673b6c8c17b7aa46af1
Publikováno v:
Teaching and Teacher Education. 83:12-26
A pivotal role of cooperating teachers is to assist student teachers' planning, enacting and reflecting of lessons during the teaching practicum. This study evaluated training sessions in elements of Content-Focused Coaching: 59 cooperating teachers
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::369339203d90cf18a96d4b008d992410
https://doi.org/10.1016/j.tate.2019.03.007
https://doi.org/10.1016/j.tate.2019.03.007
Autor:
Oana, Costache, Peter A, Edelsbrunner, Eva S, Becker, Fabio, Sticca, Fritz C, Staub, Thomas, Götz
Publikováno v:
Zeitschrift fur Erziehungswissenschaft : ZfE. 25(2)
This longitudinal study investigated different trajectories in the development of intrinsic value beliefs in the subjects Mathematics and French in Grades 9 to 11 and their correlations with career aspirations. Using data from 850 students from Germa
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=pmid________::6311105696d9c421bf13fc6db408d1de
https://pubmed.ncbi.nlm.nih.gov/35875181
https://pubmed.ncbi.nlm.nih.gov/35875181
Autor:
Daniela Rupp, Eva S. Becker
This study examined situational fluctuations in student teachers’ (N = 120) development in self-efficacy during a three-week teaching practicum in Switzerland. Situational measurements (state) were assessed during a six-lesson teaching unit on writ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::29ac9675630b86081c77034f33024f12
https://www.zora.uzh.ch/id/eprint/196876/
https://www.zora.uzh.ch/id/eprint/196876/
Autor:
Anastasiya A. Lipnevich, Anna-Lena Roos, Madeleine Bieg, Maike Krannich, Vinzenz Morger, Eva S. Becker, Thomas Goetz
The current study investigated links between students' level of perceived challenge (being over- or underchallenged) and students' career aspirations . We hypothesized indirect effects of over- and underchallenge on career aspirations via academic se
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::e868e4caf1d9f49ad6b4a6187195e7ca
https://doi.org/10.5167/uzh-170991
https://doi.org/10.5167/uzh-170991
Publikováno v:
Teaching and Teacher Education. 89:103003
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::edf5503be6d3065e993ae4a7e88981ec
https://doi.org/10.1016/j.tate.2019.103003
https://doi.org/10.1016/j.tate.2019.103003
Autor:
Vinzenz Morger, Esther Brunner, Fabio Sticca, Thomas Goetz, Eva S. Becker, Kyle Hubbard, Madeleine Bieg
Various theoretical approaches propose that emotions in the classroom are elicited by appraisal antecedents, with subjective experiences of control playing a crucial role in this context. Perceptions of control, in turn, are expected to be influenced
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::300e88e3484c9311020f370bc09eecfd
Publikováno v:
Teaching and Teacher Education
The present study focuses on the relationship between teachers' emotions, their instructional behavior, and students' emotions in class. 149 students (55% female, M age = 15.63 years) rated their teachers' emotions (joy, anger, anxiety) and instructi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::b69115eb430b623c1524890e239554cc
https://doi.org/10.1016/j.tate.2014.05.002
https://doi.org/10.1016/j.tate.2014.05.002