Exploring teachers’ social goal orientations with the job demands-resources model
Author:
Funder
Fonds de Recherche du Québec-Société et Culture
Social Sciences and Humanities Research Council of Canada
Publisher
Springer Science and Business Media LLC
Subject
General Psychology
Link
https://link.springer.com/content/pdf/10.1007/s12144-022-03570-5.pdf
Reference93 articles.
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2. Aloe, A. M., Amo, L. C., & Shanahan, M. E. (2014). Classroom management self-efficacy and burnout: A multivariate meta-analysis. Educational Psychology Review, 26(1), 101–126. https://doi.org/10.1007/s10648-013-9244-0
3. Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261–271. https://doi.org/10.1037/0022-0663.84.3.261
4. Bakker, A. B., Albrecht, S. L., & Leiter, M. P. (2011). Key questions regarding work engagement. European Journal of Work and Organizational Psychology, 20(1), 4–28. https://doi.org/10.1080/1359432X.2010.485352
5. Bakker, A. B., Demerouti, E., & Euwema, M. C. (2005). Job resources buffer the impact of job demands on burnout. Journal of Occupational Health Psychology, 10(2), 170–180. https://doi.org/10.1037/1076-8998.10.2.170
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