Theresa Dicke
Theresa Dicke
Institute for Positive Psuchology and Education, Australian Catholic University
Bestätigte E-Mail-Adresse bei acu.edu.au
Titel
Zitiert von
Zitiert von
Jahr
Self-efficacy in classroom management, classroom disturbances, and emotional exhaustion: A moderated mediation analysis of teacher candidates.
T Dicke, PD Parker, HW Marsh, M Kunter, A Schmeck, D Leutner
Journal of educational psychology 106 (2), 569, 2014
2962014
Reducing reality shock: The effects of classroom management skills training on beginning teachers
T Dicke, J Elling, A Schmeck, D Leutner
Teaching and teacher education 48, 1-12, 2015
2842015
Beginning teachers' efficacy and emotional exhaustion: Latent changes, reciprocity, and the influence of professional knowledge
T Dicke, PD Parker, D Holzberger, O Kunina-Habenicht, M Kunter, ...
Contemporary Educational Psychology 41, 62-72, 2015
1372015
The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies.
HW Marsh, R Pekrun, PD Parker, K Murayama, J Guo, T Dicke, AK Arens
Journal of educational psychology 111 (2), 331, 2019
1292019
What to do when scalar invariance fails: The extended alignment method for multi-group factor analysis comparison of latent means across many groups.
HW Marsh, J Guo, PD Parker, B Nagengast, T Asparouhov, B Muthén, ...
Psychological Methods 23 (3), 524, 2018
1212018
A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model.
T Dicke, F Stebner, C Linninger, M Kunter, D Leutner
Journal of occupational health psychology 23 (2), 262, 2018
1052018
An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over 6 years.
HW Marsh, R Pekrun, K Murayama, AK Arens, PD Parker, J Guo, T Dicke
Developmental psychology 54 (2), 263, 2018
1042018
Extending expectancy-value theory predictions of achievement and aspirations in science: Dimensional comparison processes and expectancy-by-value interactions
J Guo, HW Marsh, PD Parker, AJS Morin, T Dicke
Learning and Instruction 49, 81-91, 2017
982017
Welche bildungswissenschaftlichen Inhalte sind wichtig in der Lehrerbildung?
O Kunina-Habenicht, H Lohse-Bossenz, M Kunter, T Dicke, D Förster, ...
Zeitschrift für Erziehungswissenschaft 15 (4), 649-682, 2012
862012
The Australian Principal Occupational Health, Safety and Wellbeing Survey 2020 Data
P Riley, SM See, H Marsh, T Dicke
542021
Effects of school-average achievement on individual self-concept and achievement: Unmasking phantom effects masquerading as true compositional effects.
T Dicke, HW Marsh, PD Parker, R Pekrun, J Guo, I Televantou
Journal of Educational Psychology 110 (8), 1112, 2018
502018
Confirmatory factor analysis (CFA), exploratory structural equation modeling (ESEM), and set-ESEM: optimal balance between goodness of fit and parsimony
HW Marsh, J Guo, T Dicke, PD Parker, RG Craven
Multivariate behavioral research 55 (1), 102-119, 2020
472020
Bildungswissenschaftliches Wissen und professionelle Kompetenz in der Lehramtsausbildung
M Kunter, O Kunina-Habenicht, J Baumert, T Dicke, D Holzberger, ...
Entwicklung von Professionalität pädagogischen Personals, 37-54, 2017
472017
Bildungswissenschaftliches Wissen und professionelle Kompetenz in der Lehramtsausbildung
M Kunter, O Kunina-Habenicht, J Baumert, T Dicke, D Holzberger, ...
Entwicklung von Professionalität pädagogischen Personals, 37-54, 2017
472017
Bildungswissenschaftliches Wissen und der Erwerb professioneller Kompetenz in der Lehramtsausbildung. Eine Kurzdarstellung des BilWiss-Projekts
E Terhart, F Schulze-Stocker, O Kunina-Habenicht, T Dicke, D Förster, ...
Lehrerbildung auf dem Prüfstand 5 (1), 96-106, 2012
432012
Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores.
HW Marsh, R Pekrun, PD Parker, K Murayama, J Guo, T Dicke, ...
Journal of Educational Psychology 109 (3), 425, 2017
412017
Validating the Copenhagen Psychosocial Questionnaire (COPSOQ-II) using set-ESEM: Identifying psychosocial risk factors in a sample of school principals
T Dicke, HW Marsh, P Riley, PD Parker, J Guo, M Horwood
Frontiers in psychology 9, 584, 2018
392018
Pädagogisch-psychologisches Professionswissen von Lehrkräften: Evaluation des ProwiN-Tests
G Lenske, H Thillmann, J Wirth, T Dicke, D Leutner
Zeitschrift für Erziehungswissenschaft 18 (2), 225-245, 2015
382015
„Doppelter Praxisschock “auf dem Weg ins Lehramt
T Dicke, D Holzberger, O Kunina-Habenicht, C Linninger, ...
Psychologie in Erziehung und Unterricht 63 (4), 244-257, 2016
362016
Teachers’ knowledge about psychology: Development and validation of a test measuring theoretical foundations for teaching and its relation to instructional behavior
H Lohse-Bossenz, O Kunina-Habenicht, T Dicke, D Leutner, M Kunter
Studies in educational evaluation 44, 36-49, 2015
312015
Das System kann den Vorgang jetzt nicht ausführen. Versuchen Sie es später erneut.
Artikel 1–20