“I-just-wanna-get-by” hurts teachers and their work: Linking preschool teacher identity to work withdrawals in an emerging economy
Author:
Funder
Innovative Research Group Project of the National Natural Science Foundation of China
Publisher
Springer Science and Business Media LLC
Subject
General Psychology
Link
https://link.springer.com/content/pdf/10.1007/s12144-023-04494-4.pdf
Reference117 articles.
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2. Aboagye, M. O., Qin, J., Pekárková, S., Antwi, C. O., Jababu, Y., Asare, K., Affum-Osei, E., & Akinyi, N. (2019). Factorial Validity of the Student–Teacher Relationship Scale—Short Form, Latent Means Comparison of Teacher–Student Relationship Quality and Association with Child Problem and Prosocial Behaviours. Psychological Studies, 64(2), 221–234. http://link.springer.com/https://doi.org/10.1007/s12646-019-00488-0
3. Aboagye, M. O., Boateng, P., Asare, K., Sekyere, F. O., Antwi, C. O., & Qin, J. (2020a). Managing conflictual teacher-child relationship in pre-schools: A preliminary test of the job resources buffering-effect hypothesis in an emerging economy. Children and Youth Services Review, 118(June). https://doi.org/10.1016/j.childyouth.2020.105468
4. Aboagye, M. O., Qin, J., Chen, S., Antwi, C. O., & Ntim, S. Y. (2020b). Finding something good in the bad: The curvilinear emotional demand-conflict teacher–child relationship link. Early Child Development and Care, 191(15), 2422–2439. https://doi.org/10.1080/03004430.2020.1714606
5. Affum-Osei, E., Aboagye, M. O., Antwi, C. O., & Asante, E. A. (2019a). Validating the Auckland Individualism-Collectivism Scale (AICS): Testing Factor Structure and Measurement Invariance in Hong Kong and Ghanaian Samples. Psychological Studies, 64(2), 187–199. https://doi.org/10.1007/s12646-019-00494-2
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