has been cited by the following article(s):
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[1]
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Coping characteristics and support circles for successful absorption of novice teachers in Arab-Bedouin schools using the learning community model
Journal of Early Childhood Teacher Education,
2026
DOI:10.1080/10901027.2026.2622533
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[2]
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Mentoring for motivation: supporting student teachers’ basic psychological needs in Chinese public kindergarten internships
Frontiers in Psychology,
2025
DOI:10.3389/fpsyg.2025.1676131
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[3]
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‘Autonomy-Supportive Mentoring’: mentoring from the perspective of self-determination theory
Mentoring & Tutoring: Partnership in Learning,
2025
DOI:10.1080/13611267.2025.2595942
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[4]
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Cultivating Resilience and Success: Support Systems for Novice Teachers in Diverse Contexts
Education Sciences,
2024
DOI:10.3390/educsci14070711
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[5]
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Personal resilience among novice teachers and teacher-interns in Arab society in Israel: demographic, socio-emotional and educational characteristics
International Journal of Inclusive Education,
2024
DOI:10.1080/13603116.2024.2303155
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[6]
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How self-efficacy shapes professional identity among novice Arab teachers?
Intercultural Education,
2024
DOI:10.1080/14675986.2024.2421058
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[7]
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A Challenging Transition: Factors Influencing the Effort-Reward Imbalance and Coping Strategies of Beginning Teachers in China
Psychology Research and Behavior Management,
2023
DOI:10.2147/PRBM.S419822
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[8]
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Professional identification in the beginning of a teacher’s career: a longitudinal study on identity formation and the basic psychological need for autonomy in VET teacher training
Frontiers in Psychology,
2023
DOI:10.3389/fpsyg.2023.1196473
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[9]
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Self-Determination Theory and Socioemotional Learning
2023
DOI:10.1007/978-981-99-7897-7_11
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