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The Impact of Emotions and Hedonic Balance on Teachers’ Self-Efficacy: Testing the Bouncing Back Effect of Positive Emotions
Emotions toward students (e.g., Chan, 2004) and professional role (e.g., O’Connor, 2008) impact teachers’ self-efficacy (TSE) beliefs. The effect of positive emotions (PEs) can be explained by the broaden and build theory, stating that the higher the PEs individuals attribute to themselves, the high...
| Autores principales: | , , |
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| Formato: | Online Artículo Texto |
| Lenguaje: | English |
| Publicado: |
Frontiers Media S.A.
2019
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| Materias: | |
| Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6652266/ https://www.ncbi.nlm.nih.gov/pubmed/31379687 http://dx.doi.org/10.3389/fpsyg.2019.01670 |