Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics

Title:: Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics
Document type:: Zeitschriftenaufsatz
Author(s):: Holzberger, D.; Prestele, E.
Journal title:: Learning and Instruction
Year:: 2021
Journal volume:: 76
Pages contribution:: 101513
Fulltext / DOI:: doi:10.1016/j.learninstruc.2021.101513
Publisher:: Elsevier BV
E-ISSN:: 0959-4752
Date of publication:: 01.07.2021
TUM Institution:: Professur für Schul- und Unterrichtsforschung
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