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10.3280/PSC2021-001007

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Reference list of 10.3280/PSC2021-001007

Unstructured Citation

Besser, A., Lotem, S., and Zeigler-Hill, V. (2020). Psychological Stress and Vocal Symptoms Among University Professors in Israel: Implications of the Shift to Online Synchronous Teaching During the COVID-19 Pandemic. J. Voice Official J. Voice Foundat. S0892-1997, 30190-30199.

https://doi.org/10.1016/j.jvoice.2020.05.028

Unstructured Citation

Burić, I., & Kim, L.E. (2020). Teacher self-efficacy, instructional quality, and student motivational beliefs: An analysis using multilevel structural equation modeling. Learning and Instruction, 66, 101302.

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Cachón-Zagalaz, J., Sánchez-Zafra, M., Sanabrias-Moreno, D., González-Valero, G., Lara-Sánchez, A.J., & Zagalaz-Sánchez, M. L. (2020). Systematic review of the literature about the effects of the COVID-19 pandemic on the lives of school children. Front. Psychol., 11, 2457.

https://doi.org/10.3389/fpsyg.2020.569348

Unstructured Citation

Chew, Q.H., Wei, K.C., Vasoo, S., Chua, H.C, Sim, K. (2020). Narrative synthesis of psychological and coping responses towards emerging infectious disease outbreaks in the general population: practical considerations for the COVID-19 pandemic. Singapore Medical Journal, 61(7), 350-356.

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Unstructured Citation

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Unstructured Citation

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Unstructured Citation

Fredrickson, B.L., Tugade, M.M., Waugh, C.E., & Larkin, G.R. (2003). What good are positive emotions in crisis? A prospective study of resilience and emotions following the terrorist attacks on the United States on September 11th, 2001, Journal of Personality and Social Psychology, 84(2), 365-376. Tratto da 

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Unstructured Citation

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Hanna, F., Oostdam, R., Severiens, S.E., & Zijlstra, B.J.H. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27, 15-27. 

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Unstructured Citation

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Unstructured Citation

Kim, L.E. & Asbury, K. (2020). ‘Like a rug had been pulled from under you’: The impact of COVID-19 on teachers in England during the first six weeks of the UK lockdown. Br J Educ Psychol, 90, 1062-1083. 

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Unstructured Citation

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Lillejord S., Børte K., Nesje K. & Ruud E. (2018). Learning and teaching with technology in higher education ‒ a systematic review. Oslo: Knowledge Centre for Education.

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Lizana, P.A., Vega-Fernadez, G., Gomez-Bruton, A., Leyton, B., & Lera, L. (2021). Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis. International Journal of Environmental Research and Public Health, 18(7), 3764.

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Miller, A. (2009). Riprendersi la vita. I traumi infantili e l’origine del male. Torino: Bollati Boringhieri editore.

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Unstructured Citation

Ozamiz-Etxebarria, N., Berasategi Santxo, N., Idoiaga Mondragon, N., Dosil Santamaría, M. (2021). The Psychological State of Teachers During the COVID-19 Crisis: The Challenge of Returning to Face-to-Face Teaching. Front Psychol., 11, 620718. Published 2021 Jan 12.

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Unstructured Citation

Pfefferbaum, B., & North, CS. (2020). Mental health and the COVID-19 pandemic. N Engl J Med, 383(6), 510-512.

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Unstructured Citation

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Procentese, F., Capone, V., Caso, D., Donizzetti, A. R., & Gatti, F. (2020). Academic community in the face of emergency situations: Sense of responsible togetherness and sense of belonging as protective factors against academic stress during COVID-19 outbreak. Sustainability, 12(22), 9718.

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Unstructured Citation

Procentese, F. (2011). Convivenza responsabile: prospettive di intervento. Psicologia di Comunità, 2, 5-8.

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Unstructured Citation

Spilt, J.L., Koomen, H.M.Y., & Thijs, J.T. (2011). Teacher wellbeing: The importance of teacher–student relationships. Educational Psychology Review, 23, 457-477.

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Unstructured Citation

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