Theresa Dicke

TL;DR: In this paper, a moderated mediation model is proposed where selfefficacy in classroom management predicts emotional exhaustion via classroom disturbances, but the strength of this whole mediation process is moderated by teachers' level of self-efficacy.

TL;DR: The research presented here closes the theory application gap of a strong multi-dimensional measure of psychosocial risk-factors by using the Copenhagen Psychosocial Questionnaire (COPSOQ-II) to evaluate factor structure and longitudinal, discriminant, and convergent validity.

TL;DR: In this article, the longitudinal effects of classroom management training are investigated, and participants were assigned to one of two intervention groups (classroom management training/stress management training) or to a wait control group.

TL;DR: In this paper, the authors extended the classic constructive dialogue/debate between self-concept and self-efficacy researchers regarding the distinctions between these two constructs, and demonstrated negative frame-of-reference effects in social (bigfish-little-pond effect) and dimensional (internal/external frame of reference effect) comparisons for three selfconcept-like constructs in each of the first four years of secondary school.

TL;DR: Alignment augmented by AwC provides applied researchers from diverse disciplines considerable flexibility to address substantively important issues when the traditional CFA-MI scalar model does not fit the data.