Pregled bibliografske jedinice broj: 1015584
Teacher anger: New empirical insights using a multi-method approach
Teacher anger: New empirical insights using a multi-method approach // Teaching and Teacher Education, 86 (2019), 102895, 11 doi:10.1016/j.tate.2019.102895 (međunarodna recenzija, članak, znanstveni)
CROSBI ID: 1015584 Za ispravke kontaktirajte CROSBI podršku putem web obrasca
Naslov
Teacher anger: New empirical insights using a multi-method approach
Autori
Burić, Irena ; Frenzel, Anne C.
Izvornik
Teaching and Teacher Education (0742-051X) 86
(2019);
102895, 11
Vrsta, podvrsta i kategorija rada
Radovi u časopisima, članak, znanstveni
Ključne riječi
Teachers ; Anger ; Multi-method approach
Sažetak
Anger is a very common emotion for teachers with potential adverse effects for themselves and their students. The aim of this research was to thoroughly explore teacher anger, determine and operationalize its contextual triggers and components, and establish its relationships with teachers’ emotional labor, well-being, and self-efficacy. Through a series of four independent studies using diverse methodological and analytical approaches and involving over 3000 teachers, it was established that teacher anger is a multi-faceted construct evoked by diverse contextual triggers (i.e. students, parents, colleagues, educational system). These facets can be successfully assessed via self-report and meaningfully relate to external variables.
Izvorni jezik
Engleski
Znanstvena područja
Psihologija, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)
POVEZANOST RADA
Citiraj ovu publikaciju:
Časopis indeksira:
- Current Contents Connect (CCC)
- Web of Science Core Collection (WoSCC)
- Social Science Citation Index (SSCI)
- SCI-EXP, SSCI i/ili A&HCI
- Scopus
