Does teachers' cognitive self-regulation increase their occupational well-being? The structure and role of self-regulation in the teaching context
By J. Mattern, Johannes M. Bauer. 2014
91 citations recorded by the source corpus.
Subfields: Experimental and Cognitive Psychology, Organizational Behavior and Human Resource Management, Social Psychology
View Paper: https://www.semanticscholar.org/paper/1df54e66f52381565e44f8f39b4f28cbd6ea6495
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Experimental and Cognitive Psychology
- D. McInerney
- H. Korpershoek
- Alexandre J. S. Morin
- Ronnel B. King
- Marylène Gagné
- Herbert W. Marsh
- M. Dowson
- D. Watkins
In Organizational Behavior and Human Resource Management
In Social Psychology
- D. McInerney
- Alexandre J. S. Morin
- H. Korpershoek
- Hui Wang
- Ronnel B. King
- Herbert W. Marsh
- M. Dowson
- D. Watkins
Citations in the corpus
- Resilience and occupational well-being of secondary education teachers in Greece (2018, background): “…of the teachers’ occupational well-being have been suggested to include their self-efficacy, job satisfaction and recognition (Yildirim, 2015), school and class efficacy and their stress (Helms-Lorenz & Maulana, 2016), as well as their levels of emotional exhaustion (Mattern & Bauer, 2014).”
- Teacher wellbeing: a review of the literature (2017, background): “Examples that were identified include Morgan’s (2012) study of a small cohort of Australian science teachers, and a German study by Mattern and Bauer (2014) which primarily focused on mathematics teachers.”
- Teachers’ occupational attributes and their psychological wellbeing, job satisfaction, occupational self-concept and quitting intentions (2018, background): “Not only is the primary process of daily classroom practices highly demanding, theworkload outside the school is also substantial (Mattern & Bauer, 2014; OECD., 2012).”