Self-Efficacy, Emotions and Work Engagement Among Teachers: A Two Wave Cross-Lagged Analysis
By I. Burić, Ivana Macuka. 2018
245 citations recorded by the source corpus.
Subfields: Organizational Behavior and Human Resource Management, Social Psychology
View Paper: https://www.semanticscholar.org/paper/8a2b793fd8a602417d26baadcb4c8dacb3d4b42e
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In Organizational Behavior and Human Resource Management
- Sammy K. Ho
- E. Chan
- M. Wong
- F. F. L. Ip
- Philipp Wolfgang Lichtenthaler
- Andrea Fischbach
- Matthias Baum
- Philipp Böhnlein
In Social Psychology
- Sammy K. Ho
- E. Chan
- M. Wong
- F. F. L. Ip
- Philipp Wolfgang Lichtenthaler
- Andrea Fischbach
- Matthias Baum
- Philipp Böhnlein
Citations in the corpus
- A meta-analysis on promotion- and prevention-focused job crafting (2018, background): “Such negative affective reactions accumulate over time (Weiss & Cropanzano, 1996), and are positively related with burnout and negatively related with work engagement (Burić & Macuka, 2017; Rose, Horne, Rose, & Hastings, 2004; Thoresen et al., 2003).”
- Refining the teacher emotion model: evidence from a review of literature published between 1985 and 2019 (2020, unknown): “Second, articles recorded that teachers’ emotional experience and capacity is associated with their efficacy (Burić & Macuka, 2018).”
- Self-Efficacy, Work Engagement, and Job Satisfaction Among Teaching Assistants in Hong Kong’s Inclusive Education (2020, background): “Teachers who rated themselves higher on self-efficacy are more engaged in their work, experience more positive emotions, and less negative emotions toward their students (Burić & Macuka, 2018).”