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

Titel:: Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics
Dokumenttyp:: Zeitschriftenaufsatz
Autor(en):: Holzberger, D.; Prestele, E.
Zeitschriftentitel:: Learning and Instruction
Jahr:: 2021
Band / Volume:: 76
Seitenangaben Beitrag:: 101513
Volltext / DOI:: doi:10.1016/j.learninstruc.2021.101513
Verlag / Institution:: Elsevier BV
E-ISSN:: 0959-4752
Publikationsdatum:: 01.07.2021
TUM Einrichtung:: Professur für Schul- und Unterrichtsforschung
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