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What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction

Teaching and teacher education, 2020-03, Vol.89, p.103008, Article 103008

2020

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Emotion regulation, hope, and optimism during the third wave of the COVID-19 pandemic: The role of age and personality

PloS one, 2024-01, Vol.19 (1), p.e0296205-e0296205

2024

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Harmonious passion and its relationship with teacher well-being

Teaching and teacher education, 2016-10, Vol.59, p.431-437

Moè, Angelica

2016

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Emotion regulation and need satisfaction shape a motivating teaching style

Teachers and teaching, theory and practice, 2021-07, Vol.27 (5), p.370-387

2021

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Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration

Teaching and teacher education, 2022-10, Vol.118, p.103823, Article 103823

2022

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A Three-Day Forest-Bathing Retreat Enhances Positive Affect, Vitality, Optimism, and Gratitude: An Option for Green-Care Tourism in Italy?

Forests, 2023-07, Vol.14 (7), p.1423

2023

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Exploring teachers’ psychological needs, motivating styles, emotion regulation and self-compassion: A comparative study before and during the COVID-19 lockdown

Teaching and teacher education, 2024-10, Vol.148, p.104706, Article 104706

2024

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Recall of Events Affects Perception of Happiness

Psychology research (Libertyville, Ill.), 2014-11, Vol.4 (11), p.852-858

Angelica Moe

2014

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Understanding the dynamics of teaching styles and need satisfaction in the Chinese educational context

Teaching and teacher education, 2024-07, Vol.145, p.104609, Article 104609

2024

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Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout

Teaching and teacher education, 2020-11, Vol.96, p.103173, Article 103173

2020

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When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching

Teaching and teacher education, 2010-07, Vol.26 (5), p.1145-1153

2010

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Multiple Dimensions of Self-Esteem and Their Relationship with Health in Adolescence

International journal of environmental research and public health, 2020-04, Vol.17 (8), p.2616

2020

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Internet source evaluation: The role of implicit associations and psychophysiological self-regulation

Computers and education, 2018-04, Vol.119, p.59-75

2018

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Homework Stress and Learning Disability: The Role of Parental Shame, Guilt, and Need Frustration

Learning disabilities research and practice, 2022-11, Vol.37 (4), p.231-241

2022

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Women drive better if not stereotyped

Accident analysis and prevention, 2015-12, Vol.85, p.199-206

2015

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Coexisting Needs: Paradoxes in Collegial Reflection—The Development of a Pragmatic Method for Reflection

Education research international, 2017-01, Vol.2017 (2017), p.1-12

2017

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Motivazione e apprendimento

2000

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Perché (non) mi piace la scuola: Come acquisire un atteggiamento positivo verso lo studio

2005

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Influence of other-beliefs on self-beliefs and on everyday memory self-report in the elderly

Aging clinical and experimental research, 2006-10, Vol.18 (5), p.425-432

2006

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Stili attributivi motivazionali: Percorsi per migliorare le capacità di apprendimento in bambini dai 4 agli 11 anni

2005

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More gyms or more psychological support? Preventing burnout and supporting job satisfaction in physical education teachers

Sport sciences for health, 2017-04, Vol.13 (1), p.55-62

2017

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Beyond genetics in Mental Rotation Test performance

Learning and individual differences, 2010-10, Vol.20 (5), p.464-468

2010

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Following the instructions

Learning and individual differences, 2006, Vol.16 (4), p.369-377

2006

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Stressing the efficacy of the Loci method: oral presentation and the subject-generation of the Loci pathway with expository passages: Loci method in the study of passages

Applied cognitive psychology, 2005-01, Vol.19 (1), p.95-106

2005

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Does displayed enthusiasm favour recall, intrinsic motivation and time estimation?

Cognition and Emotion, 2016, Vol.30 (7), p.1361-1369

Moè, Angelica

2016

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What makes teachers enthusiastic: The interplay of positive affect, self-efficacy and job satisfaction

Emotion regulation, hope, and optimism during the third wave of the COVID-19 pandemic: The role of age and personality

Harmonious passion and its relationship with teacher well-being

Emotion regulation and need satisfaction shape a motivating teaching style

Exploring the circumplex model of motivating and demotivating teaching styles: The role of teacher need satisfaction and need frustration

A Three-Day Forest-Bathing Retreat Enhances Positive Affect, Vitality, Optimism, and Gratitude: An Option for Green-Care Tourism in Italy?

Exploring teachers’ psychological needs, motivating styles, emotion regulation and self-compassion: A comparative study before and during the COVID-19 lockdown

Recall of Events Affects Perception of Happiness

Understanding the dynamics of teaching styles and need satisfaction in the Chinese educational context

Self-compassionate teachers are more autonomy supportive and structuring whereas self-derogating teachers are more controlling and chaotic: The mediating role of need satisfaction and burnout

When being able is not enough. The combined value of positive affect and self-efficacy for job satisfaction in teaching

Multiple Dimensions of Self-Esteem and Their Relationship with Health in Adolescence

Internet source evaluation: The role of implicit associations and psychophysiological self-regulation

Homework Stress and Learning Disability: The Role of Parental Shame, Guilt, and Need Frustration

Women drive better if not stereotyped

Coexisting Needs: Paradoxes in Collegial Reflection—The Development of a Pragmatic Method for Reflection

Motivazione e apprendimento

Perché (non) mi piace la scuola: Come acquisire un atteggiamento positivo verso lo studio

Influence of other-beliefs on self-beliefs and on everyday memory self-report in the elderly

Stili attributivi motivazionali: Percorsi per migliorare le capacità di apprendimento in bambini dai 4 agli 11 anni

More gyms or more psychological support? Preventing burnout and supporting job satisfaction in physical education teachers

Beyond genetics in Mental Rotation Test performance

Following the instructions

Stressing the efficacy of the Loci method: oral presentation and the subject-generation of the Loci pathway with expository passages: Loci method in the study of passages

Does displayed enthusiasm favour recall, intrinsic motivation and time estimation?

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