Zobrazeno 1 - 6
of 6
pro vyhledávání: '"Marie Weißenfels"'
Publikováno v:
Frontiers in Education, Vol 6 (2022)
Although the reciprocal relationship of teacher burnout and teacher self-efficacy (TSE) is well documented, the literature still lacks studies investigating their (latent) changes and interrelations of change over time. By applying a latent change re
Externí odkaz:
https://doaj.org/article/d3241d41345e440aa95c375021d527cd
Publikováno v:
Educational Psychology. 42:1283-1300
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::30515aea86bc4ff1d37036392e7e77e5
https://doi.org/10.1080/01443410.2022.2034747
https://doi.org/10.1080/01443410.2022.2034747
Publikováno v:
Current Psychology.
Academic buoyancy describes the ability to successfully overcome and recover from setbacks in an academic context (e.g., a poor grade, motivational dips, stress due to upcoming performance exams). This day-to-day form of academic resilience has recen
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::f614e7fc88eff1216e4c888fb690a7af
https://doi.org/10.1007/s12144-022-03488-y
https://doi.org/10.1007/s12144-022-03488-y
Publikováno v:
Psychology Learning & Teaching. 20:324-347
Teachers play a key role in the development of self-regulated learning (SRL), especially in primary education. However, current results indicate that teachers are either inadequately or only moderately fulfilling this key function, as they spend litt
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::aa053773ce2f62a7a2a63f71cc4501f4
https://doi.org/10.1177/14757257211013638
https://doi.org/10.1177/14757257211013638
Publikováno v:
Instructional Science. 49:137-163
Although self-regulated learning (SRL) is seen as highly relevant for successful college learning, college students oftentimes show a lack in SRL abilities. Therefore, it seems necessary to foster SRL in this group of leaners. In order to evaluate su
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::41f5e550d1fb241946c0fd9d58b3c515
https://doi.org/10.1007/s11251-020-09533-2
https://doi.org/10.1007/s11251-020-09533-2
Publikováno v:
International Journal of Educational Research. 109:101794
The main aim of this study was to analyze if the relationship between students with special educational needs (SEN), especially students with ‘emotional needs’, and the high burnout rates of teachers is moderated by teacher self-efficacy (TSE). T
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::a8e34ca04b3f9a9fe24d0559fbf478be
https://doi.org/10.1016/j.ijer.2021.101794
https://doi.org/10.1016/j.ijer.2021.101794